ASSESSING THE IMPACT OF ENGLISH LANGUAGE TEACHING

IMPROVEMENT PROGRAM (ELTIP): THE CASE OF PRIMARY

AND SECONDARY SCHOOLS OF HARARI REGION

A RESEARCH RESULT SUBMITTED TO HARARI EDUCATION

BUREAU

Submitted By:
1. Biniam Teka Gelan
M.A in TEFL, Aboker Preparatory School, Ethiopia ,TOT and
Assessor of Teacher of English
2. Abera Taye
M.A in TEFL, Aboker Preparatory School
3. Kabtamu Feleke
M.A in TEFL, Aboker Preparatory School

Supervisor And Advisor

Zerihun Tefera(Msc.)

Coordinater
Fethi Abdi

MAY 2019

HARAR, ETHIOPIA

i
Assessing the Impact of English Language Teaching Improvement
Program (ELTIP): The Case of Primary and Secondary Schools of
Harari Region, Ethiopia

A Research Result Submitted to Harari Education Bureau

May 2019

Harar, Ethiopia

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 ACRONYM AND ABBREVIATIONS

BC British Council
EETP Ethiopian Education and Training Policy
EFL English as Foreign Language
ELT English Language Teaching
ELTIP English Language Teaching Improvement Program
ELTP English Language Improvement Program
ESLCE Ethiopian School Leaving Certificate Examination
GEQAEA General Education Quality Assurance and Examination Agency
HPNRS Harari People National Regional State
HREB Harari Regional Educational Bureau
MLC Minimum Learning Competence
MoE Ministry of Education
Moi Medium-Of-Instruction
MTE Mother Tongue Education
NEAEA National Educational Assessment and Examinations Agency
NLA National Learning Assessment
PSLCE Primary School Leaving Certificate Examinations
SSLCE Secondary School Leaving Certificate Examinations

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 DECLARATION

This research is the authors’ original work and has not been presented for any other
institutions.

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 ACKNOWLEDGEMENTS

The authors thank the HPEB which, through its generous financial support, made the
research upon which this article is based possible. The authors also thank Mr.Zerihun
Tefera for his helpful input at various stages of the project.

The authors are also grateful to the all the heads, teachers and students of public day
secondary schools in the district, who filled in questionnaires.

The views expressed are solely those of the authors.

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 TABLE OF CONTENTS
ACRONYM AND ABBREVIATIONS iii
DECLARATION iv
ACKNOWLEDGEMENTS v
LIST OF TABLES ix
ABSTRACT x
CHAPTER ONE 1
INTRODUCTION 1
1.1. Background of the Study 1
1.2. Statement of the Problem 3
1.3.Objectives of the study 5
1.3.1. General objective 5
1.3.2.Specific objective 5
1.4.Research Questions 5
1.5. Significance of the Study 5
1.6.Scope of the Study 6
1.7 Definition of Terms 6
1.8. Organization of the Study 7
CHATER TWO 8
LITERATURE REVIEW 8
2.1. Overview of ELTIP in Ethiopia 8
2.2. The need for Teacher Training 10
2.3. Importance of teacher training 10
2.4. Challenges for Achieving the ‘Communicative Competence’ 10
2.5.Language and the Language Teacher’s Professional Competence 11
2.6. Concepts of Task 15
2.7. Related studies 15

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 TABLE OF CONTENTS*(CON'D)

CHAPTER THREE 19
RESEARCH DESIGN AND METHODOLOGY 19
3.1. Research design 19
3.2. Participants of the Study 19
3.3. Sampling Size and Techniques 19
3.4. Instruments of Data Collections 21
3.4.1. Questionnaire 21
3.4.2. Classroom Observation 22
3.5. Data Collection Procedures 23
3.6. Methods of Data Organization and Analysis 24
CHAPTER FOUR 25
RESULTS AND DISCUSSION 25
4.1. Introduction 25
4.2. Background of Respondents 25
4.3. Quantitative Data Analyses and Findings 27
4.3.1. Results of the Analyses of the teachers’ Questionnaire 27
4.3.1.1. The effect of ELTIP Training to improve competency in English language
teaching as perceived by teachers 28
4.3.1.2. The extent ELTIP training has contributed to the improvement of
pedagogical competency of the EFL teacher 33
4.3.1.3. Teachers’ view towards the factors that affect ELTIP training 38
4.3.2. Results of the Analyses of the students’ Questionnaire 41
4.3.3. Results of the Analyses of the principals’ Questionnaire 46
4.4. Results of the Classroom Observations 48
4.4.1. Teachers‘ Levels of Lesson Planning 49
4.4.2. Teachers lessons presentation skills, 50
4.4.3. Teachers lessons evaluation 53

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 TABLE OF CONTENTS*(CON'D)
CHAPTER FIVE 54
SUMMARY, CONCLUSION AND RECOMMENDATIONS 54
5.1. Summary 54
5.2. Conclusion 58
5.3. Recommendations 60
REFERENCES 62
APPENDICES 67
APPENDIX A : EFL Teachers’ Questionnaire 67
APPENDIX B : Students’ Questionnaire 69
APPENDIX C : Directors’ Questionnaire 70
APPENDIX D : Observation Checklist 71

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 LIST OF TABLES
Table 1. Source of Data sampled representatives 20
Table 2. Frequency Distribution of Teachers’ Sex, Age, Educational Level, Years of
service 26
Table 3. Outcomes of the ELTIP Training as Perceived by EFL teachers 28
Table 4. Academic performances of grade 5=11 students in English subject of regional
standard exam and trends across (2008-2010) years 31
Table 5. Grade 10 Students GESLCE Result in English Subject (2004-2007) 32
Table 6. Contribution of ELTIP in Improving methods of English Language Teaching as
Perceived by EFL Teachers 33
Table 7. Problems of ELTIP practice as perceived by EFL teachers 38
Table 8. Students response towards language learning in the classroom 41
Table 9. Students response towards teacher’s language use in the classroom 45
Table 10. Challenges that affect improvement of students’ performance in English
language skills at the school level as perceived by principals. 46
Table 11: Teachers Lesson Planning Skills 49
Table 12a: Teachers lesson Presentation 50
Table 12b: Teachers lesson Presentation 51
Table 13. Teachers Classroom Evaluation Skills 53

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 ABSTRACT

The main purpose of the study was to assess the impact of English language teaching
improvement program (ELTIP) training to improve primary and secondary schools EFL teachers
competency in English language teaching and the students performance in English language
skills in Harari region. Mixed research design was considered to collect both quantitative and
qualitative data to achieve the research objectives and address the research problems.
Descriptive method of data analysis was employed to collect and analyze the data generated from
instruments. Simple random, purposive and available sampling techniques were used to select
Teachers, students and principals sample representatives from twenty (Four secondary and 16
primary) government schools found in the region as data sources to the study in the academic
year 2018/19. To this effect, a total of 200 students were randomly selected from the twenty
sample schools, 60 English teachers participated in the ELTIP training programs were
purposefully selected. Available sampling technique was used to select school principals.
Questionnaire and classroom observation checklists were used to collect data for the purpose.
THE result indicated that the ELTIP training was most effective on the improvement of teacher
proficiency, skills and abilities to teach English language better and communicate with their
students. the ELTIP training has contributed to the improvement of pedagogical competency of
the EFL teachers and has positive impact on fostering students achievement in English language
through giving chance of group discussion, giving feedback, engaging students in reading,
writing, speaking and listening activities, classroom participation ,having positive rapport with
students and teaching new words in every lesson during classroom learning indicated that the
teachers employed student-centered approaches to language teaching. It was found that the
effectiveness of ELTIP training to bring changes on their students’ proficiency level in English is
insignificant and unsatisfactory. It was found that the time given for the training was not enough
to cover the contents of the course and shortage of allocated time for the training could have
been one of the factors that may affect the outcome of the training. The study identified follow up
and support given for EFL teachers is scarce. It was found that the training time was not suitable
for the trainees attend the training sessions properly. the classroom observation data showed that
majority of the observed teachers were found to be deficient both in their English proficiency
level and in English teaching skills and were incapable of translating the ELTIP training claims
into their instructional practices.Majority of the teachers (72%) frequently use local
language while teaching English language and the result indicated that the poor
proficiency level of teachers in using English language. The observed teachers level of
English language and lesson planning and implementation skills were weak; and the
classroom practices of the teaching and learning of English were not up to the required
standard set by MoE. The study suggests that there is a need for EFL teachers’
performances to be monitored and appropriate professional support should be given to
the teachers so as to improve their poor proficiency level of teachers in using English
language. It is suggests that training times should be revised to accommodate the needs
of both the trainer and the trainees. The MoE should give more attention to the proper
utilization of the time allocated for the training.

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 CHAPTER ONE
INTRODUCTION

1.1. Background of the Study

The teaching of foreign languages began in Ethiopia a century ago. English dominance in
various domains in the country has begun after the end of the liberation struggle with
Italy in 1941 (Marew, 2000). The use of English as a Foreign Language (hereafter EFL)
in Ethiopian education system became dominant beginning from primary schools. Up to
late 50s English was given as a compulsory subject and used as a medium of instruction
starting from first primary grade (Dereje, 2000).

English is used as a second official language in press, and business sectors in Ethiopia. It
is also used as an alternative official language in the civil service sectors like civil
aviation, banks, universities and colleges (Hilemichaele 1993; Mekasha 2005). The
opening of a large number of travel and tourist organizations, international class hotels
and companies following the privatization policy of the country further necessitated the
use of English for communication. Therefore, English is becoming an essential element
and is playing a crucial role in the country’s overall development and hence proficiency
in it provides significant advantages and opportunities to Ethiopians (Cohen, 2005).

The essential role that language plays in quality education is acknowledged in the
General Education Quality Improvement Program (GEQIP) of Ethiopia. The Education
and Training policy of Ethiopia (1994) stipulates that mother tongue language will be
used as medium of instruction in primary education. In most of the regions including
Harari, English will be taught as a subject starting from Grade 1 and will be used as a
medium of instruction in the upper primary school and throughout senior schools.

Cognizant of the proficiency problems of the teachers, the MoE also offers various
professional development courses (ELIP-ELTIP) on its own to improve first and second-
cycle teacher‘s English language delivery. It thus invests a lot of funds and efforts to
improve the quality of English language teaching and learning at the school levels.
The policy the Ministry has enacted (the English curriculum) for the TEIs to adhere in the

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pre-and in-service program are thus expected to reflect the competences targeted and
teachers need to teach the current English student books and the reviewed literatures
suggest for primary EFL teachers to be effective with.

Olphena (2008) asserts that on-the job professional training could address the above
mentioned challenges for English language teachers. To this end, the Ethiopian Ministry
of Education (MoE) launched English Language Teaching Improvement Program
(ELTIP) in 2011 with the objective of improving the quality of education and the English
language proficiency of EFL teachers. Existing teachers of English at the secondary and
primary levels have been provided with the ELTIP training manual in titled ‘Refresh
Your English’ that consists five modules the four major language skills and Teachers
knowledge Test (here after called TKT),to improve their English proficiency. The main
purpose of ELTIP training is to improve the teachers’ competencies so that students can
maximize efficiency and effectiveness of their learning.

However, the available data suggest that large proportions of primary school teachers
lack adequate academic qualifications, training and mastery of content. As regards
teachers’ mastery of the curriculum, a recent study by Derebssa (2001) found that some
primary school teachers do not possessed adequate knowledge on the requirements of the
curriculum.

Based on the researchers’ experience as teachers of English and TOT, observed that the
primary and secondary schools English language teachers and students English language
proficiency levels were found to be inadequate. MoE (2004) also reported that the quality
of teaching learning process in Ethiopian schools is very low. Thus, the need to make
research to understand what makes EFL teaching more successful and how learners learn
seems fundamental to rise up the quality of ELT in Ethiopia becomes the first step to
solve the underlined problem. Therefore, this study may possibly fill the gap and attempt
to assess the impact of ELTIP training offered to both primary and secondary school
teachers of English in the Harari regional states.

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1.2. Statement of the Problem

The significant role that English language plays in various sectors (social, Economic and
academic) has initiated a great need for good communication skills of this language
around the globe (Harmer, 2001). The need for good communication skills in English, in
turn, has created an immense demand for quality English language teaching. Learners are
interested in mastering English language skills (Richards, 2006). Moreover, In Ethiopia,
there is also a large demand for good English command as it gives a wide access to
employment, opens door for both local and international scholarship opportunities and
provides access to most scientific materials.

Although, English serves as a medium of instruction at secondary and higher education

levels in Ethiopia and gives as a subject from primary schools, the quality of its teaching
has been challenged by various factors (MoE 2005). One of the principal factors may be
insufficient amount of time allocated for in-service teacher training. In relation to this,
several locally conducted studies have revealed that the level of English acquired by the
time pupils complete primary grades have been found very poor and this has negatively
affected the general level of their academic achievements (Zenebe, 2000; Michael, 2003;
Tekeste, 2006).

The Ministry also seems to be bewildered by students‘insufficient knowledge of English

after eight years of learning and questions the existing educational bureaus to seek
solution for the problem through revisiting the system (MoE, 2002). The General
Education Quality Assurance and Examination Agency‘s (Hereafter GEQAEA) (2008)
document further corroborates that performances of primary first-and second-cycle levels
on English subject in the Ethiopian Third National Learning Assessment were found to
be very low, far less than the minimum expected standard set by Ethiopian Education
and Training Policy. The Grade 4 and Grade 8 students results obtained on English
subject in the first and the second NLA when compared to the third were found rather
deteriorating which may further indicate the depressing levels of primary students‘
English in Ethiopia (GEQAEA, 2008).

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The biggest challenge Harari region faces is improving quality of education. The region
as a whole performed low in the fifth National Learning Assessment conducted across the
country in 2016. The National Learning Assessment (NAE Ethiopia, 2016) result of
English subject exhibited that the aggregate mean score of Grade 4 and 8 were 50.39%
and 40.64%, respectively. With the same learning assessment administered on grade 4
and 8 students by HEB result revealed 45.9% and 45.3% in English subject, respectively.
These students have shown very low success rate on both assessments. This was the
result scored after the ELTIP program has started to be offered to the English teachers of
the region since 2011 to date.

The role of teachers in improving the quality and standard of education is very crucial.
Teachers, being one of the major quality inputs for the learners; the efforts so far made to
improve their professional capacity is commendable. Thus, ELTIP training offered to the
teachers of English in Ethiopia generally and Harari region in particular, was presumed
to improve their teaching methodology, refreshing their subject matter knowledge, the
teachers’ competencies and facilitate welcoming teaching environment.This improvement
will then also result in the improvement of English competence of Ethiopian primary and
secondary school students (Dereje Tadesse Birbirso2014). However, despite this
program, researchers such as (Negash, 2006; Heugh, et.al 2007, Dereje, 2014) point out
that EFL teachers and students’ English proficiency, from primary through secondary to
tertiary levels, is still ‘poor’.

The present researchers are inspired by the stated problems to assess the impact of ELTIP
Training offered to English Language teachers to gain insights towards the improvement
of teachers’ English language proficiency and the students’ learning achievement in
English language skills. It is, therefore, hoped to propose possible solutions to changing
EFL teachers’ and students poor English proficiency level.

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1.3.Objectives of the study

1.3.1. General objective

The general objective of this study is to assess the impact of English language teaching
improvement program (ELTIP) to improve primary and secondary schools EFL teachers’
competency in English language teaching and the students’ performance in English
language skills in Harari region.

1.3.2.Specific objective

The specific objectives of the study were at:

A. Examining what the ELTIP training has brought for the teaching and learning process
of English language as a subject

B. Assessing the impact of the ELTIP training on teachers English language competency
and students achievement in English language as a subject.

C. Determining the factor that hinder the success of ELTIP training in improving EFL
teachers’ proficiency levels.

1.4.Research Questions

1. What are the views of the English language teachers towards the effect of ELTIP
training to improve their proficiency in English language teaching?

2. To what extent ELTIP has contributed to the improvement of pedagogical competency

of the EFL teachers?

3. What are the factors limiting the success of ELTIP training in improving EFL teachers
proficiency levels and students achievement in English?

1.5. Significance of the Study

The research team hoped that the research helps the policy makers to identify the
weaknesses of ELTIP training and prompt the government to take steps to improve the

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quality of the trainings provided to the teachers and to implement the training effectively
in the classroom. Furthermore, the insights gained from the study are hoped to provide
information for school directors, supervisors, Harari Regional Educational Bureau
(HREB) and those concerned with training of teachers, supervising teachers and writing
materials.

In doing so, the evidence gained through the study may help bring the desirable quality in
English language teaching in schools from primary to preparatory schools. Finally, the
findings of the study can be used as a spring board for other researchers who want to
make further research on the teaching of English to primary school children.

1.6.Scope of the Study

This study will be carried out in twenty government primary, secondary and preparatory
schools in urban and rural areas of Harari Regional state. The 20 government schools are
chosen because the team believed that those schools are a place where most English
language teachers who have taken the training are found. The study is delimited to
assessing Teachers reactions (i.e., were they satisfied with the ELTIP training?), teachers’
learning (i.e, what did they learn), teachers use of new knowledge and skills (i.e, is there
evidence of change in classroom or school practice?) and student learning outcomes (i.e,
what is the benefit for students in terms of improved learning? - Impact on student
learning and achievements that are assumed to be brought about as result of ELTIP
training.

1.7 Definition of Terms

Appropriate is used in the research questions to refer to how in line the contents and
their organizations are with children‘s characteristics, language learning potentialities and
interest that may bring about pupils learning and progress as well as how the courses are
tuned in to would be English teachers expected roles. It also carries same meaning for
training curriculum contents.

Adequate refers to the extent of the professional knowledge (specific to teaching EFL to
primary and secondary school learners) and linguistic competence in combination

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teachers receive are sufficient to execute their primary English teaching duties. It also
refers how the tasks and activities encompassed in the textbooks are sufficient to attain
the goal/objectives targeted.

Communicative competence’ the essence of communicative competence in the context

of the present research refers to the speaker’s ability to use the language appropriately in
different linguistic, sociolinguistic and contextual settings. The realization of this level of
language use requires a good command of all language skills.

English as a Foreign Language (EFL) refers to a situation where the role of the English
language in the social life is minimal and restricted to classroom or school context.

Teacher competency refers to specific knowledge or ability that a teacher possesses

which is to be vital to success as a teacher.

Task the term task in this research; the researchers used the term task interchangeably
with activity or exercise.

Competency in English language teaching draws on content or subject matter

knowledge, teaching skills, and the ability to teach in English – a skill that is usually
viewed as influenced by the teacher’s language proficiency (Cullen, 2002: 220).

1.8. Organization of the Study

The study will be presented in five chapters. The first chapter highlights the background
of the study; the statement of the problem, objectives, research questions, significant, and
scope of the study, organization of the study. In chapter two, review of theoretical and
empirical works related to the study are presented. Chapter three discusses the research
methodology used in the study. Results and discussions will be presented in chapter four.
Chapter five summarizes the major findings of the study, gives conclusion and presents
recommendations.

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 CHATER TWO
LITERATURE REVIEW

2.1. Overview of ELTIP in Ethiopia

English is the cornerstone in the development of Ethiopia’s commerce, communication

system, technology and education. English as a Foreign Language (EFL) education plays
a key role in the GEQIP. The British Council (BC) website states that it has been
conducting ELIP and English Language Teaching Improvement Program (ELTIP)
consultancies since 2009 at the value of £0.5m and £40,000, respectively.

As part of the Federal Government of Ethiopia’s initiative in enhancing the use of

English throughout the country, the English Language Improvement Program (ELIP) was
launched in 2002. English Language Improvement Program (ELIP) was a training
program to upgrade the English language competence of all serving teachers. In mid-
2009, the MOE launched what it calls the General Education Quality Improvement
Program (GEQIP) with similar aims to the TDP (MoE 2008). The program includes
Teacher Development, Material Development (Curriculum, Textbooks and Assessment),
the School Improvement Program, the Management and Administration Program and
Program Coordination.

The Ethiopian Ministry of Education (MoE) launched English Language Teaching

Improvement Program (ELTIP) in 2011 with the objective of improving the quality of
education and the English language proficiency of EFL teachers. ELTIP-is a 200 hours
training program in three consecutive phases designed to improve the ever deteriorating
English proficiency of EFL teachers; effecting in the process, the improvement of the
poor English competence of students. EFL teachers were required to take part in the
training during the weekends or vacation times. The main purpose of ELTIP training is to
improve the teachers’ competencies so that students can maximize efficiency and
effectiveness of their learning. Existing teachers of English at the secondary and primary
levels have been provided the ELTIP training manual in titled ‘Refresh Your English’
that consists five modules the four major language skills and Teachers knowledge Test
(here after called TKT) to improve their English proficiency.

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MOE and the British Council Ethiopia (BC-E) are designers of the ELTIP-ELIP training
manual called Refresh Your English. The aim of the workshop was to introduce and
review this manual with the Ethiopian English schoolteachers and teacher educators or
“Master Specialist Trainers”; who will, in turn, train and supervise selected secondary
school teachers as Trainers of Trainer (TOTs). The TOTs will then, according to the
echelon, train the rest of the secondary school English teachers. This model is called, in
the words of the MOE-BC staff, the “Cascade Model” (see Figure 1), wherein the
Ministry of Education (MOE) and its Regional Education Bureaus (REB) determine
everything pertaining to the training and participants.

Figure 1: Conceptual Frame Work of ELTIP-ELIP –

Source: Dereje Tadesse Birbirso (2014)
The assumption underlying the Cascade Model is that, ultimately the Refresh Your
English course will improve the ever deteriorating situation of English proficiency level
of Ethiopian EFL schoolteachers.

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2.2. The need for Teacher Training

In order to know why language teachers need training and what to look for in a proper
training, let us look at what researchers say. Richards (1990) holds that teachers need to
have a two fold knowledge base: one drawn from linguistics and language learning
theory to provide them the idea of general principles that account for effective teaching.
This knowledge needs to be combined with another type of knowledge: of language
teaching methodology and practice (ibid). Secondly after becoming aware of theory and
practice they should learn to explore and develop their own approach to teaching (ibid).

2.3. Importance of teacher training

Training can fulfill the vital requirements of the global education community. It can bring
the changes within educational systems with the knowledge and skills for the future
generation; training ensures professional development for the teacher which influences
curriculum design and its implementation to a great extent [UNESCO, 2005)]. Teacher
training helps teacher to face new challenges, to explore the ways to using existing
resources familiarizes them with technologies to enrich context and to facilitate teaching
activities(Perraton, Creed and Robinson,2002). Teacher’s training is identified as a key
factor for improving in education system. Teacher quality is the most important thing
which can have significant affect on students’ career(Emya, 2014).

2.4. Challenges for Achieving the ‘Communicative Competence’

Different factors may contribute to this failure including teachers’ and students’ low
language proficiency, the traditional teaching methods with teacher-centred instruction,
the lack of opportunities for active language practice and the high expectations regarding
the development of the communicative competence in comparison with native speakers.

Many arguments have been raised against designing language programmes for FL
contexts to achieve this level of competence (Alptekin, 2002). This is due to the
challenges that have been encountered by both EFL teachers and students in these
contexts since the introduction of this concept.

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The language teachers in these contexts will face difficulty in choosing what skills are to
be taught for students and in identifying the effective methods for developing students’
communicative competence (Huda, 1999: 30). Another difficulty may result from
teachers’ misunderstanding of the concept of ‘communicative competence’.

Butler (2005) pointed out the lack of clear definition about ‘what constitutes
‘communicative competence’ for FL and about what teaching for achieving this aim
constitute. He argued that implementing communicative activities in classrooms would
not necessarily lead to enhance students’ learning (Butler, 2005: 442). Another
significant challenge which may encounter EFL teachers in teaching language
programmes aiming at developing students’ communicative competence is the high
proficiency level required for the effective teaching of these programmes. In line with
this argument, EFL teachers’ low proficiency level is always reported as an impediment
for implementing communication methods for language teaching and learning ( Nunan,
2003; Orafi & Borg,2009).

2.5.Language and the Language Teacher’s Professional Competence

Competency in English language teaching draws on content or subject matter

knowledgeteaching skills, and the ability to teach in English – a skill that is usually
viewed as influenced by the teacher’s language proficiency. According to conventional
wisdom the more one knows of a language, the better prepared one is to teach it.

In the ELT literature, the teacher’s command of English has been described as impacting
a number of dimensions of teaching:

A teacher with a poor or hesitant command of spoken English will have difficulty
with essential classroom teaching procedures such as giving instructions, asking
questions on text, explaining the meaning of a word or replying to a student’s
question or remark …. A teacher without the requisite language skills will
crucially lack authority and self-confidence in the classroom, and this will affect
all aspects of his or her performance (Cullen, 2002: 220).

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Mitchell (1988: 166) viewed language proficiency as the basis for the teacher’s ability to
engage in improvisational teaching:

No functional syllabus, “authentic” materials, or micro-computer programme can

replace the capacity of the live, fluent speaker to hit upon topics of interest to
particular individuals, continually adjust his/her speech to an appropriate level of
difficulty and solve unpredictable communication problems from moment to
moment, or to “scaffold” the learners at FL speech. In all this the teacher and
his/her interactive skills are decisive.

Language ability has also been linked to the teacher’s sense of his or her professional
identity: ‘For non-native English teachers, language proficiency will always represent the
bedrock of their professional confidence’ (Murdoch, 1994: 254). Hence, teachers often
see improvement in their language proficiency as central to their professional
development as language teachers and to their identity as knowledgeable professionals (
Richards and Farrell, 2011: 5). As teachers gain experience in teaching and become more
confident in using English to teach they come to assume an ‘insider’ identity as a
language teacher (Pennington and Richards, 2016) Young et al., comment that many
teachers (2014: 3) ‘recognize that their command of English is not fully adequate for their
professional work, both for classroom teaching of English in English and for potential
engagement with the global ELT community’.

However, although the citations above confirm that language is an important aspect of
how language teachers view their ability to use English or their teaching language to
teach, the kind of proficiency needed to teach English through English (or to teach a
foreign language through the medium of the language) is not so easy to characterize. It
draws on three domains of knowledge and skill: content knowledge, pedagogical
knowledge, and discourse skills, which we will now consider.

Understanding the relationship between language proficiency and teaching ability has
recently re-emerged as a focus in second language teacher education, particularly through
work on teacher cognition and teaching knowledge (e.g. Freeman, 2002; Freeman, 2016;
Freeman et al., 2015). As Freeman has observed, the ability to teach English through

12
English requires consideration of a number of related issues, since in language teaching,
language is both the content of teaching as well as the means by which it is taught.
‘Unlike mathematics or other school subjects, in language classrooms, the medium
becomes the message. Language in the classroom plays two roles simultaneously … as
the lesson content and as the means of teaching that content’ (2016: 178). Three
interrelated elements are involved in what Freeman (2016) refers to as knowledge-for-
teaching, which we will call here content knowledge, pedagogical knowledge and ability,
and discourse skills. The distinction between these three aspects of a teacher’s knowledge
and ability provides a useful analytic framework to help understand the nature of teaching
English through English.

Content Knowledge

Content knowledge refers to the teachers’ understanding of their teaching subject. In the
case of English this includes a variety of sources of language-related knowledge that
derive from those disciplines in which language is the object of study, such as linguistics,
second language acquisition, sociolinguistics, and discourse analysis. (For convenience I
am grouping together knowledge of subject content as well as knowledge of learning,
which are often separated as in Freeman, 2016). From these and other sources, as part of
their professional education teachers acquire a body of knowledge about their teaching
subject.

Pedagogical Knowledge and Ability

This refers to the teacher’s knowledge of teaching. It includes the teacher’s subject matter
knowledge, the repertoire of techniques and activities that the teacher employs in
teaching together with the theories, beliefs, principles, values and ideas which are their
source, sometimes referred to as pedagogical content knowledge, which Shulman
suggested ‘represents the blending of content and pedagogy into an understanding of how
particular topics, problems, or issues are organized, represented, and adapted to the
diverse interests and abilities of learners, and presented for instruction’ (Shulman, 1987:
8). Pedagogical knowledge and ability draws on content knowledge as well as other

13
sources of knowledge but in the process transforms it, since it is understood in relation to
knowledge of the learners, the curriculum, the teaching context and to teaching methods.

For example as part of their content knowledge teachers might be expected to know the
difference between tense and aspect in English or to know the difference between stative
and non-stative verbs. Pedagogical knowledge and ability refers to what teachers know
about how to communicate the difference between tense and aspect or between stative
and non-stative verbs to learners. Andrews (2001: 76) discusses a teacher who is well
grounded in content knowledge (e.g. knowledge of the uses of shall and will) but lacks
the ability to present the distinction in a way that is comprehensible to her learners, i.e.
she lacks pedagogical knowledge and ability.

The distinction between content knowledge and pedagogical knowledge and ability has
also been framed in terms of the distinction between declarative knowledge (knowledge
about something) and procedural knowledge (the ability to do things), which Pasternak
and Bailey (2004: 158) describe as entailing at least three areas: 1. Knowing about and
how to use the target language. 2. Knowing about and how to teach in culturally
appropriate way. 3. Knowing about and how to behave appropriately in the target
language.

Discourse Skills

The third element is the teacher’s discourse skills in English and the extent to which this
provides the means to teach English through English. This includes the ability to maintain
communication in English that is fluent, accurate and comprehensible and more
importantly, the extent to which the teacher can use English as a medium to teach
English, Elder (1994: 9) suggested that there are ‘four aspects of language and language-
related ability’ that determine a language teacher’s ability to teach a language effectively:
1. The ability to use the target language as both the medium and target of Instruction 2.
The ability to modify target language input to render it comprehensible to Learners 3.
The ability to produce well-formed input for learners 4. The ability to draw learners’
attention to features of the forma language (p 9–11).

14
2.6. Concepts of Task

The term task is defined differently by different scholars : Richards, (2001:161) defined
task as “an activity that is carried out using language such as finding a solution to a
puzzle, reading a map and giving directions or reading a set of instructions and
assembling a toy and… etc.” Skehan (1996:20) states that tasks “are activities which have
meaning as a primary focus. Success in task is evaluated in terms of achievement of an
outcome, and tasks generally bear some similarity to real life language use. Prabhu
(1987:2) defined task as “An activity which require learners to arrive at an outcome from
given information through some process of thoughts and which allow teachers to control
and regulate that process‟‟.

Ellis (2003) also has seen the task as:

A work plan that requires learners to process language practically in order to

achieve an outcome that can be evaluated in terms of whether the correct or
appropriate propositional content has been conveyed. To this end, it refers them
to give primary attention to meaning and to make use of their own linguistic
resources although the design of the task may predispose of influence them to
choose particular forms. It is intended to result in language use that bears
resemblance, direct or indirect, to the way language is used in the real world (P-
16).

2.7. Related studies

Many practical studies are carried out to investigate factors affecting students’
performance. Few topics in education have captured as much attention from
policymakers and practitioners as the connection between teaching quality and student
achievement. Researchers have clearly shown that quality teaching matters to student
learning. Teacher quality has been consistently identified as the most important school-
based factor in student achievement (McCaffrey et al., 2003; Rivkin, et al., 2000; Rowan
et al., 2002), and teacher effects on student learning have been found to be cumulative
and long-lasting. Determinants of student performance have attracted the attention of
academic researchers from many areas.

15
They have tried to determine which variables impact student performance in positive and
negative direction (Haydar & Uyar, 2011). Wille (2006) studied the relationship between
English language proficiency and academic achievement of Hispanic students at
secondary level in the United States and showed in his finding that there is a positive
relation between these two variables.

Harb and El-Shaarawi (2006) found that the most important factor with positive effect on
students' performance is student's competence in English. The performance of the student
is affected by communication skills; it is possible to see communication as a variable
which may be positively related to performance of the student in learning. If the students
have strong communication skills and have strong grip on English, they increase their
performance in their learning.

Noble (2006) asserts that students’ academic accomplishments and activities, perceptions
of their coping strategies and positive attributions were indirectly related to their
composite scores, through academic achievement in high school. The students face a lot
of problems in developing positive study attitudes and study habits. Guidance is of the
factor through which a student can improve his/her study attitudes and study habits and is
directly proportional to academic achievement. The guidance from the teacher also
affects the student performance.

There is a dearth of studies that seek to investigate empirically the impact of the
implementation and non-implementation of EETP on Ethiopia’s education system,
largely because data suited to such analysis are not usually available in the Ethiopian
context. Ramachandran (2012) used Ethiopian data from Demographic and Health
Surveys (DHS) to examine how the introduction of MTE affected mean years of primary
schooling, by comparing data for cohorts of children in Amhara, Dire Dawa, Harari and
Oromia who (a) had an Oromiffa language background and therefore gained access to
MTE education after 1994, and (b) had an Amharic language background and were
unaffected by the policy, since Amharic had historically been the language of instruction.
Comparisons were made for those aged 2–7 in 1994 (and who were thus subject to the
new policy at the primary school level) and those aged 13–20 in 1994.

16
The study found that MTE was associated with a 0.75–1.0 year increase in the number of
years spent in primary schooling by students with an Oromiffa language background, and
that the increase was attributable to lower drop-out and higher completion rates, with
confounding explanations controlled for.

Heugh et al (2007) carried out an extensive study of language-in-education policy and

practice in Ethiopia, commissioned by the Ministry of Education. Heugh et al. (2007)
also studied MoI in Ethiopian primary schools, including its impact on achievement in
the 2000 and 2004 Grade 8 National Assessments. The result showed that in the year
2000, students who were taught in English as opposed to mother tongues (Amharic,
Tigringna and Omoriffa) achieved lower mean achievement scores in Grade 8
mathematics, biology and chemistry.The study concludes that “teachers throughout the
system have extremely limited competence in the English language, and extremely
limited exposure to English outside the classroom” (p. 6). The authors recommend that
this heavy emphasis on English be moderated to allow greater resourcing for other
languages. Teshome (2007) reports on a quantitative study of the relationship between
learning through the mother tongue and academic achievement in the Grade 8 subjects of
biology, physics, chemistry, mathematics and English. The scores of students who
studied in their mother tongue were up to 11 per cent higher than the scores of those who
studied these subjects in a language that was not their mother tongue.

They also found that the ELIP program was a failure. They stated:

No 200-hour English language programme delivered via a cascade model, across

the entire system, within a short period, could possibly facilitate more than an
elementary to medium level upgrading of English proficiency. This is particularly
the case in contexts where English remains a foreign language and is not in
widespread community use (Heugh et.al 2007, 109).

Dereje (2014) studied the Crises in EFL Proficiency and Teacher Development in the
Context of International Donation and Transformation Discourses in Ethiopia. The study
aimed to gain a contextual and critical understanding of the crisis in Ethiopian teachers’
EFL proficiency in the context of international donation and intervention on the one

17
hand, and socio-educational transformation discourse on the other. He found that the
problem of ‘poor’ English proficiency is the effect of poor living and working conditions
arising from dictatorial policy-practices spearheaded by agents of the local state and,
partly, of the donor states themselves.

The rationale for assessing the ELTIP training impact on EFL teachers was to assess the
impact of English language teaching improvement program (ELTIP) training to improve
primary and secondary schools EFL teachers competency in English language teaching
and the students performance in English language skills in Harari region became an issue
to be studied to fill the research gap. Guskey(2000) argues that there are five levels of
professional development evaluation that should be invested program that should be
investigated in relation to impact: 1.Participants reactions (i.e,were they satisfied with the
program?) 2.Participants’ learning(i.e,what did they learn) 3.Organization support and
change(i.e,are the teachers being supported in their change efforts?)4. Participants use of
new knowledge and skills (i.e,is there evidence of change in classroom or school
practice? )5.Student learning outcomes(i.e,what is the benefit for students in terms of
improved learning - impact on student learning and achievement.

Thus, this study Assesses the impact of ELTIP training on the EFL teachers to improve
methods of language teaching and improvement of students’ performance in English
language skills. The focus is on EFL teachers participated in the ELTIP training reactions
(i.e,were they satisfied with the program?) , their use of new knowledge and skills (i.e,is
there evidence of change in classroom or school practice? ) and Student learning
outcomes(i.e,what is the benefit for students in terms of improved learning ? - impact on
student learning and achievement.

18
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY

3.1. Research design

In this study, both qualitative and quantitative approaches were employed. Creswell &
Plano Clark (2007) indicated that mixed approach is more than simply collecting and
analyzing both kinds of data; it involves the use of mixed approaches so that the overall
strength of a study is greater than either qualitative or quantitative research. Even though
some data obtained from document analysis and observation was presented and analyzed
through counting and categorizing the nature of grammar activities, it is qualitative by
nature. The data collected through students‟ questionnaire was analyzed and interpreted
in frequency and percentage. So, it suggests using mixed approaches.

3.2. Participants of the Study

Three groups will be involved in this study. These are English teachers participated in the
ELTIP training programs, students and school principals from both government primary
and Secondary Schools of the year 2018/19. This is done as Richards (2001) argues that
in language programs target population will be language learners, but others are also
often involved depending on whether they can provide information useful in meeting the
purposes. As Long (2005) stated that using students as informants seems an obvious
choice, and they are often the primary, sometimes the only, respondents.

3.3. Sampling Size and Techniques

The main purpose of the study was to assess the impact of English language teaching
improvement program (ELTIP) training to improve primary and secondary schools EFL
teachers competency in English language teaching and the students performance in
English language skills in Harari region. Mixed research design was considered to collect
both quantitative and qualitative data to achieve the research objectives and address the
research problems. Descriptive method of data analysis was employed to collect and
analyze the data generated from instruments.

19
Table 1. Source of Data sampled representatives
Woreda Schools Teachera Students Principals
Aboker Model 1 3 10 2
Shekib Seconday 3 10 2
Aboker preparatory 3 10 2
Amirnure Geymedresa 3 10 2
Abadir Awumujadin 3 10 2
Abadir Secondary 3 10 2
Jinela Menfesawi 3 10 2
Hakim Aboker, 3 10 2
Nicolas 3 10 2
Harar Secondary 3 10 2
Direteyara Aboker muti 3 10 2
Direteyara 3 10 2
Sigicha 3 10 2
Sofi Burqa 3 10 2
Galmashira 3 10 2
Awumer 3 10 2
Erer Erer woldiya 3 10 2
Erer dodota 3 10 2
Shenkor Yeshimebet 3 10 2
Ras Mekonin 3 10 2
Total 20 60 200 40

Simple random, purposive and available sampling techniques were used to select
Teachers, students and principals sample representatives from twenty (Four secondary
and 15 primary) government schools found in the region as data sources to the study in
the academic year 2018/19. Available sampling techniques was employed to select all the
nine woredas’ (Aboker, Amirnur, Abadair, Jinela, Direteyara,Erer, Hakim, Shenkore,and
Sofi), of the region. From these woredas totally 16 full cycle primary and 4 secondary
schools were selected through random sampling technique. Regarding the teachers, all
of the available teachers were selected purposefully. In this case, it is important to notice
that they were participated the ELTIP training programs held in the region. It is believed
that gathering data from the students is very important in strengthening the data obtained
through questionnaire analysis and observation. Accordingly, for the purpose of the
study, a total of 200 students (10 from each school) were selected by applying the random
sampling technique. As for the principals both principals and vice principals of the
schools were selected purposefully( see Appendix).

20
3.4. Instruments of Data Collections

Richards(2002) suggests that different methods can address different areas and at the
same time triangulating approaches to data collection (collecting information from
several sources) is believed to be vital for researchers to obtain a more reliable and
comprehensive data. Therefore, to achieve the objectives of the study, three research
tools will be considered namely: questionnaire, classroom observation and document
analysis.

3.4.1. Questionnaire

The primary tool that will be used to conduct this study is questionnaire survey. Three
types of questionnaires were employed to conduct this study. The first one for the
teachers took ELTIP training in Refresh your English programs, the second for the
students and the other for the principals but the content of the items were not the same for
all the respondents. This was done to find a collective reliably and credible data. The
questionnaire includes rating scales for agreement and other rating scale for frequency.
The respondents were asked to put only a tick mark (√) in the column of their choice or
that represents their perceptions the rating scales.

Teacher’s questionnaires

Closed-ended questionnaire written in English, Amharic and Oromo languages was

constructed in lickert scale with two parts, a total of 20 items was designed and
administered to 60 English teachers. The first part deals with issues related to the impact
of the ELTIP training where as the second part deals with the factors that affect the
training program.The rating scales range from one up to five where 5=most effective to
1=least effective and 1=Strongly Disagree, and 5= Strongly Agree.

Students’ questionnaire

Closed-ended questionnaire written in English, Amharic and Oromic languages was

constructed in Yes/No and undecided ratings. A total of 11 items was designed and
administered to 200 students to assess their views on the way the EFL teachers teach
them to improve the students performance in English language skills..

21
All questionnaires were returned to the researcher. It was used as supportive tool of data
gathering. The reason behind using students’ questionnaire is that it is believed that
collecting data from learners concerning the manner of classroom implementation assure
the reliability of the findings. Moreover, questionnaire helps the researchers to get
relevant data from several numbers of learners in short period of time.

Principal’s questionnaire

Closed-and open ended questionnaire written in English language was constructed in

Yes/No and undecided ratings . A total of 9 items was designed and administered to 40
principals to assess their views on challenges of the ELTIP implementation in their
schools. However, 39 questionnaires were returned to the researchers.

3.4.2. Classroom Observation

Classroom observation will be used to observe everything the teacher and students
perform inside of the actual classroom in the school. Nunan (2002) argues that in order to
capture the realities of the classroom, we need to spend time in classroom observing
documenting, and analyzing what goes on there.” Thus, observation checklist containing
closed ended items will be prepared for this purpose.

Teacher’s classroom performances to teaching English are observed to find out the actual
practices teachers display in their classroom. The major aim of the classroom observation
is to collect data pertaining to teachers‘proficiency both in the English language and in
English teaching as well as the classroom ELT practices pupils are exposed to acquire the
English language. It is essential that the assessment includes an element of classroom
observation in order to assess teachers‘ actual performances and its impact on English
language teaching/learning practices in the classroom (Kiely and Rea-Dickins, 2005;
Dugarin & Andyaka, 2007). Thus, classroom observation is a strong tool to investigating
teachers‘ level of proficiency and English teaching skills as well as the kind of English
environment students are exposed to practice the English language. Classroom
observation can create opportunities to collect first hand information with regard to
teachers‘performances and what happens in the EFL classrooms without depending on
what teachers say through other methods (Cohen et al., 2000).

22
Classroom observation is a powerful tool to draw data on classroom reality which may
not be possible to obtain by administering. Moreover, it also enabled the researcher to
gather data that can be unwillingly missed, or to discover detailed data that participants
may not feel free to talk to in the questionnaire or interview (Cohen et al., 2000). Thus,
observational data are likely to be accurate as they avoid relying on what teachers tell us
about their classroom performances through questionnaire or interview.Thus,
Observation was made as the instrument of data collection to observe how teachers were
implementing lesson activity in the classroom The researchers adapted and modified
observation model for this purpose (FrÖhlich et al., 1985) because it has more orientation
on what teachers and students do in the classroom and how they interact with each other.
This part describes the ways that activities were implemented in the classroom.

In order to determine teacher‘s competences in teaching English in actual classroom, the

observation check list was mainly focused on: 1. Lesson planning =Procedures used to
present the English lesson—revising the previous and linking to the day‘s lesson,
announcing the lesson objectives, stages of presentations, strategies used, follow up
activities, criteria used to gauge learners‘ participation 2. Teachers lesson presentation
Skill /Classroom English language use, Implementation—the relationship between the
lesson plan and teachers‘lesson presentation, opportunities provided for pupils to listen to
and practice the language and 3.Teachers Classroom Evaluation Skills

3.5. Data Collection Procedures

The data collection for the main study will take place in three phases. It began with a
broad survey to generalize results to a population. First,the questionnaire for teachers will
be distributed and collected within the researchers time schedule .Then questionnaire
survey to the students will be administered by the researchers. Before the survey begin,
the researchers explain the content and the purpose of the questionnaire section to make
sure the students know to answer it. Next, the questionnaire survey will be administered
to principal and vise principals.Finally, data from the Classroom observations will be
conducted on how the English lessons had been taught to students and the practice of
language teaching by the researchers. Twenty classroom observations will be made to
increase the reliability of the data.

23
3.6. Methods of Data Organization and Analysis

The data was gathered through two instruments of data collection: questionnaire and
observation. Analysis of data obtained through each of them is explained more in the
following section. After carefully gathering the appropriate data, using the instruments of
data collection mentioned under section 3.2 from all the participants of the study, the data
were analyzed by using different statistical tools and narrations. Thus frequency
counting, percentage, mean, standard deviation and description of some qualitative data
were used to analyze and describe the data. The data then was analyzed qualitatively and
quantitatively as it is presented in chapter four. In the data analysis, the researchers used
strongly disagree (1) and disagree (2), and strongly agree (5) and agree (4). However,
those participants who rated undecided (3) were not included in the data analysis because
their opinion were not known to either side.

24
 CHAPTER FOUR
RESULTS AND DISCUSSION

4.1. Introduction

This section of the research presents analyses and interprets the data collected through
different tools namely: questionnaire and classroom observations. The data were
collected from EFL teachers participated in the ELTIP-Refresh your English programs,
Primary and Secondary school students and principals using questionnaires designed for
the purpose The survey questionnaire enabled the researcher to obtain both quantitative
and qualitative data as it encompasses close-and open-ended questionnaire. Classroom
observations were conducted with English language teachers.

First, data collected through questionnaires which were administered at the beginning of
the reserch to assess the views of the English language trainees toward the ELTIP
training and the extent ELTIP has contributed to the improvement of pedagogical
competency of the EFL teachers were presented from the perspective of teachers. Then
data from the principals and students’ on how English had been taught to primary and
secondary school students is the point of triangulation and the practice of teachers
towards these teaching to examine the factors limiting the success in improving English
proficiency levels and the lacking of the training provided as ELTIP were described. The
quantitative data are analyzed followed by qualitative data analysis.Finally, the result of
classroom observation which were administered with the aim of observing what
happened in the actual classroom were presented, respectively. Results, findings and
discussions are presented in the following sections within the framework of the basic
research questions stated in the first chapter.

4.2. Background of Respondents

Demographic information was collected a background questionnaire from sampled

primary and secondary schools of Harari region at which the research was conducted.
Table one presents frequency distributions of EFL teachers demographic caracterstics.

25
Table 2. Frequency Distribution of Teachers’ Sex, Age, Educational Level, Years of
service
Frequency Percent
Sex
Male 46 80.7
Female 11 19.3
Total 57 100.0
Age Category
23-27 25 43.9
28-32 10 17.5
33-37 6 10.5
38-42 5 8.8
Above 43 11 19.3
Total 57 100.0
Educational Qualification
Certificate (TTI) 3 5.3
Diploma 32 56.1
Ba Degree 20 35.1
Ma Degree 2 3.5
Total 57 100.0
Years Of Service In Teaching English
1-5 12 21.1
6-10 19 33.3
11-15 13 22.8
16-20 6 10.5
Above 21 7 12.3
Total 57 100.0

As shown in table 2. the table revealed that the total population of teachers of the 20
schools were 57 (100%) from which 46 (80.7 %) samples were male and 11(19.3 %)
were females.

With respect to Age, the table indicates that majority of participants age is
between 23-27 (43.9%); then comes the age between above 43 (19.3%);then the age
between 28-32 (17.5%); next comes the age less than 33-37 (10.5%) and above 38-42
(8.8%). Careful analysis of age distribution shows that the sample representatives are
young abled bodies.

26
With respect to Education, table 2 indicates that most respondents had diploma 32
(56.1%); BA Degree 20(35.1%); while minority of the rest of respondents 3 (5.3%) hold
certificate and the rest 2(3.5%) hold masters. The findings give clear indication that the
participants were qualified ranging from TTI to masters degrees. Thirty two, Twenty and
two of the English language teachers had diploma, first and second degree that could
enable them to work at the government primary and secondary schools.

With respect to Experience, the table indicates that the majority of EFL teachers
19(33.3%) have between 6-10 years of experience; 13(22.8%) respondents have 11-
15 years of experience; 12(21.1%) respondents have 1-5 years of experience. This
implied that majority of participants had sufficient work experience to participate in
providing information on the impact in which ELTIP had on teachers of English
language. The implications for the presence of respondents with the significant number of
years of experience of respondents helped the researchers to obtain sufficient data on
assessing the impact of ELTIP training given to the English teachers of primary and
secondary schools of Harari region and improvement of classroom teaching as well as
proficiency of teachers and students. This was meant that the participants had enough
qualification and experience to forward their opinion towards the issue under study.

4.3. Quantitative Data Analyses and Findings

Results from the analysis of teachers, students and principals questionnaires will be
presented in the subsequent sections,respectively. Descriptive Statistics in the form
frequencies , percentages, means and standard deviations for all variables and for the
responses of all respondents were computed. Frequency distributions, percentages for
each level on a five point rating scale were used to interpret the level of agreement.

4.3.1. Results of the Analyses of the teachers’ Questionnaire

This sub section comprises two parts data collected from teachers through questionnaire
at the beginning of the research. Questionnaire written in English, Amharic and Orromic
languages with a closed ended questions a total of 20 items with two parts written was
administered to 60 English teachers to find out their views on the impact of ELTIP

27
training to improve their competency in English language teaching and the students’
performance in English language skills. Respondents were required to provide their
rating on their perception using a Five point Likert scale (5-Most Effective, 4-
Effective, 3-Undecided, 2- Little Effective,1- Least Effective).

4.3.1.1. The effect of ELTIP Training to improve competency in English language

teaching as perceived by teachers
This sub-section deals with the effects of ELTIP to improve teachers’ proficiency in
English language teaching as perceived by teachers. It focuses on issues related to the
effect of the ELTIP training to examine what the program has brought for the teaching
and learning process of English language as a subject. It attempted to answer the first
research question which stated: “What are the views of the English language teachers
towards the effect of ELTIP training to improve their proficiency in English language
teaching?”The result is presented in table 3.

Table 3. Outcomes of the ELTIP Training as Perceived by EFL teachers

N Items ME E U LE LE Mean Std.
o f % f % f % f % f % D

1 Improved my English

.88
24.6

42.1

26.3

7.0
3.8
24

15
14

proficiency
4
=
-

6 Skills I acquired helped

33.3

38.6

21.1

3.95

96
me teach better
1.8

5.3
22

12
19

and communicate with stu

dents effectively
15 help me bring changes on
31.6

35.1

21.1

12.3
3.86

1.01
20

12
18

students proficiency in
English
Keys: 5-Most Effective, 4- Effective, 3-Undecided, 2- Little Effective,1- Least Effective

As can be noted from table 3, item 1 of the questionnaire , the result reveals that majority
14(24.6%) and 24(42.1%) of the respondents expressed that the ELTIP training was
viewed to be most effective and effective to improv their English proficiency,
respectively. Only 4 (7%) of the teachers confirmed that the ELTIP training was least
effective to improve their English language proficiency. The mean value (3.8) implies

28
that the ELTIP training offered to EFL teachers is perceived to be most effective towards
improving their English language proficiency levels.

29
Likewise, in replaying to item 6 of the same table, majority 19(33.3%) and 22(38.6%) of the
respondents confirmed that skills they acquired from the ELTIP training was most effective and
effective to help them teach better and communicate with students, respectively. On the other
hand 1(1.8%) and 3 (5.3%) of respondents expressed the ELTIP training was less effective and
least effective in helping them teach better and communicate with students, respectively.
Majority of the respondents (19and 22 out of 57) with the mean value (3.95) implies that skills
they acquired from the ELTIP training is perceived to be most effective to help
them teach better and communicate with students.

In item 16 part 1 of the EFL teachers questionnaire, participants were requested to specify if they
had anything to add with regard to the effectiveness of the ELTIP training and in response to the
item, Teacher 9 stated that the training helped to foster student -centered teaching. Michael(1976
) contends that training is any process by which the attitudes, skills and abilities of employees to
perform specific jobs are improved. From the teachers view it can be concluded that the ELTIP
training impacted on the improvement of teachers skills and abilities to teach english language.
Form this it is possible to infer that the training was most effective in helping the EFL teachers
aquire skills to teach better and communicate with students.

Regarding item 15, the table revealed that majority 18(31.6%) and 20(35.1%) of the respondents
confirmed that the ELTIP training was most effective and effective in helping them bring
changes on students proficiency in English, respectively. In contrast to this, 12(21.1) repodants
stated that they were undecided whether the training they received help them bring changes on
their students proficiency level in English or not. Similarly, 7(12.3%) of them expressed the
training they received was least effective in helping them bring changes on their students
proficiency level in English. The result suggested that,majority of the respondents (18and 20 out
of 57) with the mean value (3.86) implies that the ELTIP training they received is proved to be
most effective in helping them bring changes on their students proficiency level in English.
However, significant number of teachers respondants(12 and 7 out of 57) which is one third of
respondants were not sure to decide or argued that the training was least effective to help them
bring the desired change on their students english language proficiency levels. from this it can be

30
concluded that the effectiveness of ELTIP training to bring changes on their students
proficiency level in English is not satisfactory.

For example, students’ achievement in three subsequent years students results in English
subject of regional standard exam from (2008-2010) was generally below 50% indicating that
most students are not reaching to the minimum required standard of achievement set by the MoE.
Likewise, the extent of underachievement in the Grade 10 Students GESLCE Result in English
Subject (2004-2007) is indicated in Table 4 and 5. The results show that the mean scores of the
students in the subject is below 50%.

Table 4. Academic performances of grade 5=11 students in English subject of regional standard
exam and trends across (2008-2010) years

The above graph shows the mean value attained by students from grade 5 to 7, 9 and 11 in
regional standard test of English language in three quenquetive years.

The lack of consistencies in the teachers‘ responses to the close-ended items of the questionnaire
and the low level of students achievement score can also shade distrust to their claims to the
effectiveness of the training to bring changes on their students proficiency level in English. Even

31
though self-evaluation is suggestible pedagogy to enhance teachers‘ professional duty, several
authorities put their doubts over teachers‘ objectivity while evaluating their own teaching
competencies (Kiely and Rea-Dickens, 2005; Drew and Hasselgreen, 2008).

Table 5. Grade 10 Students GESLCE Result in English Subject (2004-2007)

Table 5 shows cumulative mean score registered by students of grade 10 from Harari region, in
English language subject of the General School Leaving Certificate Examination. The mean
score attained in these four years were far below awaited passing 50%. Though Little progress
was observed from 2004 to 2007, it is insignificant and unsatisfactory. The result was
supported by the results of the analyses of the classroom observation data which showed that
majority of the observed teachers were found deficient both in their English proficiency level and
in English teaching skills and were incapable of translating the ELTIP training claims into their
instructional practices(see table 13a and b). One major reason for the poor performance of the
students in the subject is lack subject matter mastery and pedagogical content knowledge to
ensure teaching effectiveness at the levels they are teaching (MoE, 2003; Joshi & Verspoor,
2013).

32
 4.3.1.2. The extent ELTIP training has contributed to the improvement of pedagogical
competency of the EFL teacher

This sub-section comprises data collected from teachers through questionnaire to answer the
second research question which stated: “To what extent ELTIP has contributed to the
improvement of pedagogical competency of the EFL teachers?” The questionnaire was designed
to assess the impact of the ELTIP training on teachers English language competency and
students achievement in English language assessments. It address the perception and degree of
confidence EFL teachers have assumed about the contribution of ELTIP training in improving
the methodology of English teaching. The research team believed that the teachers who have got
ELTIP training should first trust that he/she has got something as skill of teaching, knowledge or
attitude that enabled them to raise their own English teaching. knowledge in language teaching
is actually a dual phenomenon: a) Language is the basis of the lesson- what the teacher is
teaching and b) It is the means of teaching it- how the teacher teaches that lesson. Language
teaching relates /blends content (what) and process (how) in and through language (Burns &
Richards 2009). It means that in teaching profession the teachers will know the language, will be
skilled in language as well as the methods and techniques by which the learners will be able to
understand the language they are learning to use in their everyday life.

Table 6. Contribution of ELTIP in Improving methods of English Language Teaching as

Perceived by EFL Teachers
N Item ME E U LE LE
o f % f % f % f % f % Mean S.D
1 Gave me skills that helped me to
19 33 22 39 12 21 1 1.8 3 5.3 3.95 96
communicate with students effectively
2 Helps the EFL teachers to improve .99
24 42.1 19 33.3 8 14 6 10.5 4.07
their methods of language teaching
3 appropriate to help me improve .94
18 31.6 22 38.6 12 21.1 5 8.8 3.93
methods of teaching speaking
4 Was appropriate to help me improve 1.22
16 28 22 38.6 11 19.3 6 10.5 2 3.5 3.70
methods of teaching listening
5 Was appropriate to help me improve 5.25
19 33.3 22 38.6 12 21.1 1 1.8 3 5.3 4.67
methods of teaching reading
6 Was appropriate to help me improve 1.018
17 29.8 23 40.4 12 21.1 2 3.5 3 5.3 3.87
methods of teaching writing
7 Was appropriate to help me improve 1.02
17 29.8 22 38.6 13 22.8 2 3.5 3 5.3 3.86
methods of teaching vocabulary

33
8 appropriate to help me improve 1.06
17 29.8 20 35.1 12 21.1 1 1.8 7 12.3 3.79
methods of teaching grammar
10 Gave me insights about testing all 1.12
17 29.8 16 28.1 14 24.6 1 1.8 9 15.8 3.68
skills.
Keys: 5-Most Effective, 4- Effective, 3-Undecided, 2- Little Effective,1- Least Effective)

34
Table 6 presents teachers views on the extent ELTIP training has contributed to the improvement
of pedagogical competency. As shown in the table , EFL teachers participated in ELTIP training
were asked whether the training has helped them to acquire skills of communicating better with
students effectively. From the total 57 respondents 41(72%) expressed it as effective while 12
(21%) of them were uncertain and the rest 4(7.1%)of them expressed the ELTIP training was
less effective to give them skills that helped to communicate with students effectively. Though
the majority of the response and the mean value (3.99) indicated that the training was effective
teachers proportion a bit more than quarter (28.1%) of them responded as less effective or not
sure revealed that the presence of capacity gap on the teachers side.

With respect to improvement of language teaching skill, on item 2 of table 6, 43 (75%) of

teachers responded the training was effective in helping them to improve their methods of
language teaching. In contrast to this,8 (14%)and (6%)of them expressed their view that as
undecided wheather training helped them to improve their methods of language teaching and it
was less effective, respectively.However, the mean value (4.07)implies that the training had
positively chang in their general language teaching methods. In item 16 Part one of the EFL
teachers questionnaire, teacher 3 stated that the training was most effective in introducing them
new approach to language teaching.

As depicted on item 3 of the same table, the respondent teachers were asked, to rate if the ELTIP
training was appropriate in helping them improve methods of teaching speaking, 70% (most
effective + effective) expresses their view as effective with the mean value (3.93). However the
21.1% who are undecided and the 8.8% replied as less effective are almost big enough to be a
third of the teachers. Traditional classroom speaking practice often takes the form of drills in
which one person asks a question and another gives an answer. The question and the answer are
structured and predictable, and often there is only one correct predetermined answer. The
purpose of asking and answering the question is to demonstrate the ability to ask and answer the
question. However, this is not true in real communication and in communicative approach
(Bygate, et al 1987).

35
Against the positive response of the teachers,in an open question presented to the principals of
schools from which these teachers are selected said that “our EFL teachers are not good on
teaching speaking, they do not use English in the class rooms as well as in the school compound.
They don’t encourage students to express them selves in English. If this was improved English
language teaching would have moved one step ahead.” Therefore, from this one can suggest
that the impact of ELTIP training has brought on improving teaching speaking is not satisfactory.

In language teaching , listening is an active skill which demands the active involvement from the
hearer. According to Littlewood (1981:66), “in order to reconstruct the message the speaker
intends, the hearer must actively contribute knowledge from both linguistic and non-linguistic
sources”. This active nature of listening leads hearers to have a communicative purpose. A
person do not listen merely to practice language skills-we listen for social purposes or to transfer
or exchange information”. Brumfit (1994) states teachers should direct their students’ attention
to the purpose of the listening task in order to provide them suitable framework for accessing the
spoken message. With regard to this the teachers were asked (item 4) whether the ELTIP training
was appropriate to help them improve methods of teaching listening, 66.7% of respondent
expressed the effectieveness of the training with the mean value of 3.70. However for this item
19% responded were undecided and 14% expressed it was less effective. Hence about a third of
the respondents which is 33% can’t assure the effectiveness of the training in raising their
listening teaching methodology.

Reading is the most important activity in any language class, not only as a source of information
and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge
of the language (Rivers 1981). Efficient reading involves understanding how language operates
in communication and learners should have a purpose for reading the written text. Regarding the
effectiveness of ELTIP training in improving teachers reading teaching methodology (item 5)
among the respondents 72% said it was effective, with mean value of 4.67. With this much
mean which is close to the highest 5, the result suggests that the training was effective in
boosting the method of teaching reading.

Item 6 on the above table 6, was about the importance of the ELTIP training in improving EFL
teachers writing skills teaching methodology. About 70% of the respondents (most effective +

36
effective) expressed their agreement while 21% are undecided with mean value( 3. 87 ).This
result implies that the training has contributed to boost the writing teaching techniques of EFL
teachers. As indicated in the same table item number 7, 68% teacher respondents confirmed
agreement and with mean value of 3.68 that the ELTIP training has been helpful in improving
their Vocabulary teaching methods. Vocabulary knowledge plays critical role in English
language teaching. For teachers lack of vocabulary is the main barrier for being incapable of
explaining text and to make effective communication with the students. Since students live in
area where local languages are spoken there opportunity of learning vocabulary outside school is
very limited. The result implied the contribution of ELTIP training in raising vocabulary
teaching techniques of the teachers is believed to bring change in communication skill of both
the teachers and students.

With respect to grammar teaching, 65% of teachers with the mean value of 3.79 expressed
ELTIP training as effective in improving their method of teaching grammar. However 21.1% of
the respondents were undecided while 14.1% revealed that it was less effective. That is about
35.2 % of the respondents didn’t certainly acquired adequate knowledge and skill of teaching.
Therefore this suggest that though ELTIP training was helpful in raising grammar teaching skill
of teachers, the training has some problems in incapacitating all trainees fairly. Grammatical
competence is understood to reflect knowledge of the language code itself. It includes knowledge
of vocabulary and rules of word formation, pronunciation or spelling and sentence formation.
Such competence focuses directly on the knowledge and skills required for understanding and
expressing accurately the literal meaning of utterances. The implication for the result suggested
that the ELTIP Training had gap in fulfilling the requirements that the teachers of English need
to teach grammar in the English language classrooms.

The teachers respondents were asked (item -10) whether the ELTIP training were important in
giving them insight of testing all skills of language. Among the respondents 58% said that it was
effective with mean value of 3.68 while 25% were undecided and 17.6% disclosed that the
training was less effective in rising their skill of evaluating students language learning
achievement in the four skills.

37
Thus about 42.6 % of the respondents did not agreed on the effectiveness of the training. Open
question presented to principal also supported the presence of performance gap in English language
assessement skill of teachers. The principals said that “EFL teachers are not effectively assessing their
students progress in all the four skill of language. Instead they evaluate the paper and pencile tests
focusing on grammar, therefore skills like Speaking, reading,listening and writing are not well
assessed. The implication for the result suggested that the training was not above satisfactory in
helping the teachers change their assessing techniques.

4.3.1.3. Teachers’ view towards the factors that affect ELTIP training

This section presents the results of questionnaires which deals teachers thoughts regarding factors that
hinder success in improving English proficiency levels of both teachers and students to answer the
third research question which stated:” What are the factors limiting the success of ELTIP training in
improving EFL teachers proficiency levels and students achievement in English?” Respondents were
required to provide their rating on their perception using a Five point Likert scale ranging from
one up to five where 5-Strongly Agree, 4- Agree, 3-Undecided, 2- DisAgree, 1-Strongly Disagree on
the statements. The result is presented in table 7.

Table 7. Problems of ELTIP practice as perceived by EFL teachers

No Items Responses

Mean

Sd
SA A U D AD
f % f % f % f % f %
1 The 200 hours time allocated for 4 7 18 31.6 12 21.1 15 26.3 8 14.0 2.91 1.19
the training of ELTIP was
properly utilized
2 The duration of the training 4 7 10 17.5 16 28.1 17 29.8 10 17.5 2.67 1.17
which is 200 hrs was enough to
cover the training contents
3 All the trainings were held at the 9 15.8 7 12.3 16 28.1 15 26.3 10 17.5 2.83 1.31
right time of academic year.
4 Lack of ELTIP training materials 10 17.5 8 14.0 18 31.6 16 28.1 5 8.8 3.04 1.22
was critical problem.
5 The training methods used by 2 3..5 7 12.3 5 8.8 16 28.1 27 47.4 1.97 1.17
trainers were not appropriate.
Keys: SA=5-Strongly Agree, A=4-Agree, U=3-Undecided, DA=2- Disagree, SDA=1- Strongly Disagree

38
Table 7 presents EFL teachers view on the Problems of ELTIP practice perceived by EFL teachers to
assess factors that hinder success in improving English proficiency levels. There are many reasons that
may confront organizations or institutions to carry out training and development programs. It is found
that the most serious impediments are lack of resources, absences of conducive environment, lack of
trained manpower in the field of training and development lack of support from the concerned bodies,
etc. As many researchers have indentified in many literatures. Accordingly, possible reasons were
mentioned and provided to EFL teachers as options to be marked to identify the most serious
constraints of ELTIP training.

Accordingly, as it can be seen in table 7, item 1 the participants were asked whether the 200
hours time allocated for the training of ELTIP was properly utilized and 22(38.6 %)of
respondents expressed their strong agreement. On the other hand 23(40.3 %)of them expressed
their strong disagreement to the item. The remaining, 12(21.1 %) of the respondents found it
difficult to decide on either side of the two groups. The result suggested that vast majority ( 23
and 12 out of 5) respondants expressed their disagreement or undesided either to agree or
disagree about the proper utilization of 200 hours allocated for the training. The implication for
the result could indicate that significant number of the respondents believe that the time allocated
for the training was not used properly. The result implies that there was improper utilization of
the allocated time for the training either by the trainer or the organizers side. Therefore, for the
proper use of the allocated time for the ELTIP training, the concerned body should make sure
that the right time is used during each training.

As it can be seen from the same table , item 2, majority 27(47.3%) of the respondents expressed
their disagreement and strong disagreement that the duration 200 hrs allocated for the training
was not enough to cover the training while 14(24.5%) of the respondents expressed their
agreement and strong agreement to the issue. In connection with this, 16(28.1% )of the
respondents were among those who couldn’t decided. In response to item 6 part 2 of the
teacher’s questionnaire, Teacher 2 expressed her opinion that she was unable to adequately
acquire all the contents of the ELTIP materials due to shortage of the allocated time for the
training program. Majority 27(47.3%) participants responded their disagreement and 16(28.1% )
of them remained undecided with the mean value of 2.67 implies that the respondents believed
that the time given for the training was not enough to cover the contents of the course. The

39
implications for the finding indicates that shortage of allocated time for the training could
have been one of the factors that may affect the out come of the training which needs the MoE to
give more attention to the right time given for each course to be used properly.

As it can be seen in table 7, item 3 teachers were asked to indicate whether all the trainings
were held at the right time of academic training, majority 16(28.1% ) of them responded
positively. However, significant number 25(43.8%) of them expressed their disagreement and
16(28.1 % ) participants were found it difficult to decide. Majority of respondents expressed
their disagreement and 16(28.1 % ) of them became undecided with the mean value of 2.83
showed that all the trainings were not held at the right time of academic training. In response to
item 6 part 2 of the teacher’s questionnaire, Teacher 4 suggested that the EFL training schedule
should be during the break time. The result implies the training time was not suitable for the
trainees attend the training sessions properly. Therefore, it is possible to conclude that training
times should be revised to accommodate the needs of both the trainer and the trainees.

From the same table , item 4 the teachers were asked to indicate whether the lack of ELTIP
training materials was critical problem, majority 21(36.9%) of them expressed their
disagreement that lack of ELTIP training materials was not critical problem while 18(31.5%) of
them agreed that lack of ELTIP training materials was critical problem. The remaining
18(31.5%) of teachers were preferred not to decide. The significant number of respondents 36(63
%) were undecided and expressed their agreement with the mean value of 3.04 disagreement that
lack of ELTIP training materials was critical problem. The result suggested that about a third of
the respondents were agreed as there was lack of ELTIP material. In response to item 6 part 2 of
the teacher’s questionnaire, Teacher 5 stated that she didn’t have a belief that she had gained
enough training with regard to the four major language skills due to material and time
constraints. Likewise, Teacher 12, suggested to prepare additional reference guide for the
teachers to help them improve competency. Therefore, it still requires great attention of the
concerned body in providing the necessary training materials.

Methods used during the training play great role in making effective the training. It was in
cognizance of this fact that item 5 “The training methods used by the trainers were not
appropriate” was presented to the respondents. According to the data obtained from teacher

40
respondants, 15.8% of them stated that they didn’t find the methods used by TOT’s were
appropriate. On the other hand a significant percentage (75.5%) of respondants indicated that the
methods used were appropriated despite the fact that still others (8.8%) who found difficult to
take their positions. In response to item 16 part 1 of the teacher’s questionnaire, Teacher 1 stated
that the TOT’s presentation was wonderful to improve their English language proficiency. This
clearly shows that there was no such serious problems with regard to the methods used by the
trainers but it is still an issues which cannot be ignored and appeals little concern.

4.3.2. Results of the Analyses of the students’ Questionnaire

This section deals with data obtained from students questionnaire to assess their views on the
way the EFL teachers teach them to improve their performance in English language skills. The
students’ response to the questionnaire is presented in table 8.

Table 8. Students response towards language learning in the classroom

Item Response(N=200)
Yes No Undecided
f % f % f %
1 Do your teachers lecture in the classroom? 169 86.2 7 3.6 20 10.2
2 Do you get any chance for group discussion? 126 63.3 35 17.6 38 19.1
3 Do you get feedback in the classroom? 151 77.0 21 10.7 24 12.2
4 Do the teachers focus more on grammar? 118 59.9 34 17.3 45 22.8
5 Do the teachers engage you in reading, writing,
170 85.0 6 3.0 24 12.0
speaking and listening?
6 Do you participate in the class? 162 82.7 16 8.2 18 9.2
7 Are the teachers friendly in the class? 157 79.7 18 9.1 22 11.2
8 Do you learn new words in every English lesson? 131 65.5 22 11.0 47 23.5
As it is shown in table 8, the first item was whether the EFL teachers lecture in the classroom,
from the 200 student respondents 169(86.2% ) said yes while only 3.6% of them said no and
about 10% of them said undecided. The result depicts that majority of teachers use lecture
method which is teacher-centered approach in teaching English language. If English class is
teacher-centered and students’ participation in classroom learning is very poor, teacher-student
relationship is not friendly and because of this reason students are generally frightened to ask the
teachers any questions if they have any difficulties about their learning. Therefore ELTIP
training doesn’t bring change in making the teaching methodology more student centered and
participatory.

41
For the item 2, on the same table, 126(63% )of the students expressed their agreement that they get
chance of group discussion during classroom learning while 17.6% said no, and 19.1% were
undecided. Majority of students confirmed that there is group discussion. Thus the ELTIP training
has positive impact in enabling teachers use group work and group discussion as teaching method.
Group works are one of most important features encouraged in English language teaching. Thompson
(1996) suggests that with pair and group work, students can produce a greater amount of language
output than they would produce in teacher-centered activities. Students motivational level is likely to
increase. They have the opportunity to develop fluency without any pressure coming from their
teacher. Activities requiring pair and group work give learners a safe opportunity to test ideas before
actually speaking out in public and lead to the presentation of more terms of knowledge and skills,
which results in greater success in the framework of task-based processes. Students' socio-linguistic
competence is also improved as these activities enable learners to negotiate meaning and to solve
problems in various socially demanding situations. Richards and Rodgers (2001: 201) asserts that
“Group activities are carefully planned to maximize students’ interaction and to facilitate students’
contribution to each other’s learning. It also fosters cooperative laerning within learners and raises
the achievement of all students. Cooperative learning is an approach to teaching that makes a
maximum use of cooperative activities involving pairs and small groups of learners in the classroom
(Richards and Rodgers,2001:21). Richards and Rodgers (2001:195) states for ESL students in
cooperative language learning classrooms. -increased frequency variety of second language practice
through different types of interaction; -opportunities to integrate language with content in based
instruction; and -opportunities for students to act as resources for each other, thus assuming amore
active role in their learning.

The student respondents also asked If they get feedback in the classroom, item 3. Of the
questionnaire, majority 77% from the 200 students responses were affirmative , while 10.7% said
no and 12.3 % remain undecided. The result shows that there is accustomed trend of giving feed
back to students. Therefore the ELTIP training was fruitful in bringing change to teachers in giving
feed back to activities conducted in the classroom or home assignments. English language teaching
demands giving continuous feedback to students errors. It should be constructive, remedial and
encouraging for the students. Regarding to this, (Rivers, 1987 : 9) says the teachers role’ as real
interaction in the classroom requires the teacher to help out of the lime light, to cede a full role to the

42
learners in developing and carrying through activities to accept all kinds of opinions and be tolerant
of errors the learners make while attempting to communicate.

The next item, no 4, deals with the focus the EFL teachers gave to grammar, 60% of student said
yes the teacher give focus on the teaching of grammar, but 17.3% said no and 22.8% were
undecided. The result point that still majority of teachers give more focus for memorization of
grammatical rule instead of using grammar. Therefore The ELTIP training didn’t bring
anticipated impact with respect to grammar teaching.

For item no 5, the student respondents were asked whether the EFL teacher engaged them in
reading, writing, speaking and listening, 85% of the respondents expressed their affirmation,
while only 6% said no. Therefore this data depicts that ELTIP training positively affected the
way the EFL is taught in the classroom. This is about the need to integrate the major language
skills. Listening, speaking,writing and reading would not therefore be taught in sealed
compartments. Instead, they would be integral to any given task. Most of the grammar,
vocabulary and pronunciation contents are integrated with the practice of the four language skills
reinforcing children‘s skills of communication without being treated in isolation in line with the
principles of the constructive approach and children‘s levels of cognitive development. Thus,
teachers trend of teaching English centering the four skills in integrated way is as a result
obtained after by ELTIP should be encouraged and expanded.

The students have responded to question if they participated in classroom (item 6). Among the
respondents 82.7% of them expressed their agreement whereas only 8.2% alleged no. Therefore
the result suggests the presence of significant improvement in participating students in English
lesson class tasks the response is consistant with item 2 of the same table. The result implied that
the teacher played its role to improving the students participation through group work which is
important to foster cooperative between or among students rather than competitions. The result
suggested that there is consistency in students response within item 1throgh item 6. In this
regard, (Richards and Rodgers 2001, p167) state teachers’ role is to facilitate the
communication process between all participants in the class room, and between these
participants and the various activities, and act as an independent participant within the learning
teaching group. These roles imply a set of secondary roles for the teacher: first, as an organizer

43
of resource and as a resource himself, second, as a guide within the classroom procedure and
activities.

Item no 7 of the same table the question was about friendliness of the EFL teachers. From the
respondents 79.7% responded yes the teachers are friendly, however 9.1% said no they are not.
Hence this shows that the EFL teachers are friendly and have good relationship with their
students. In language teaching good classroom relations are very important. Beside sociable
characteristic the EFL teachers should know all students name and the students are expected to
know and use each other’s name. The result is supported by the students response to item 2 in the
same table. Since the teacher followed cooperative learning approaches to teach the students,
Cooperative learning helps the teacher build positive relationship among students. It . Johnson,
Johnson , and Holubee (1994:3) argue that cooperative learning raises the achievement of all
students, including those who are gifted or academically handicapped, gives students experience
they need for healthy social, psychological, and cognitive development; and, replaces the
competitive organizational structure of most classrooms and schools with esteem based high
performance organizational structure.

The last question on table 8 was on opportunity to learn new words, 65.5% of students gave
affirmative response while 11% says no we don’t learn new words in every English lesson and 23%
of respondents were undecided. Though majority of the students agreed on leaning new words in
every lesson 35% (No + Undecided) of the students are not either certain or negative on this issue.
EFL teachers knew the value of vocabulary in language learning. Richard and Rodgers (2001:227)
says “lexical units are central in language use and its learning vocabulary has been considered to play
a more central role in second language.” Therefore it is possible to conclude that the impact of ELTIP
with regard to teaching vocabulary in every lesson moderately improved.

The result matches with the students regional standard test and Grade 10 students GESLA result
which showed little progress in students English exam result mean scores achieved after ELTIP
training.from this it can be concluded that the ELTIP training has positive impact on fostering
students achievement in English language through giving chance of group discussion, give
feedback, engaging students in reading, writing, speaking and listening activities, classroom
participation ,having positive raport with students and teaching new words in every lesson during

44
classroom learning indicated that the teachers employed student-centered approaches to language
teaching. The result is consistent with teachers response to the extent ELTIP has contributed to
the improvement of pedagogical competency of the EFL teachers. The result revealed that
though the teacher followed teacher-centered approaches to teach grammar they also attempted
to foster cooperative methods of language teaching. Therefore it is possible to conclude that the
impact of ELTIP with regard to teaching English through Student –centered methods of language
teaching which is an important aspect of language teaching to create autonomous learners.

Table 9. Students response towards teacher’s language use in the classroom

No Item Response(N=200)
Yes No Undecided
f % f % f %
3 Are you allowed to use Amharic/Afaan oromo in
162 81.4 19 9.5 18 9.0
English the classroom?
7 Do your teachers speak Amharic/afan
143 71.5 25 12.5 32 16.0
oromo/Harari in the classroom?
10 Do you always talk in English in the classroom? 39 19.6 89 44.7 39 35.6
In reporting to item 3, Table 10, depicts that the great majority of the informants 162 (81.4%)
confirmed that they are allowed to use Amharic/ Afan Oromo/Harari during the English lesson
while 19 (9.5%) said they are not allowed to use. But during classroom observation the team
didn’t observe the students who were disallowed to use those language. On the other hand, in
response to item 7, majority 143 (71.5%) of the respondents said that their English language
teachers use local language like Amharic/Afan Oromo/Harari Only 25(12.5%) of them said their
teachers did not use those languages.

Responding to the claim “Do you always talk in English in the classroom?” item 10, majority
89(45%) of the participants said no, which is also among the objectives of the ELTIP training.
39(19.6%) of them said yes. On the other hand 71(35.6%) the participants were “undecided”
to the same claim. This result suggests that majority of the students 81% (no + undecided ) are
not always talking in English in the classroom or they are not sure. Therefore in a classroom
where the EFL teachers speak local language (Amharic/afan oromo/Harari), students also use
the same languge as a result the chance of raising students English proficiency is very limited. In
support to this idea principals emphatically exposed that EFL teachers are delivering English
lesson with Amharic, Afan Oromo or Harari.The teachers don’t use English at least in the school
compound. So students are not intiated to do so.
45
The result is consistant with principals reponse to item 7 of the open -ended section of principals
questionnaire. principals stated that the EFL teachers lack English language proficiency and even
some of the teachers are not trained to teach English and therefore there is lack of interest to
teach the subject. Lack of interest in teaching English because they were trained to teach other
subjects. There is lack of commitment as well. The EFL teachers don’t participate in the
trainings like ELTIP attentively. During English session the EFL teachers teach English in local
languages like Amharic. The teachers lack English speaking skill. The result implied that ELTIP
was not effective in boosting the use of English language in the classroom.

4.3.3. Results of the Analyses of the principals’ Questionnaire

This section deals with data obtained from primary and secondary schools principals
questionnaire to assess their views to answer the third research question. the result is presented in
table 10.

Table 10. Challenges that affect improvement of students’ performance in English

language skills at the school level as perceived by principals.
No Item Response(N=39)
Yes No Undecided
f % f % f %
1 Shortage of students English text book 15 38.5 24 61.5
2 Shortage of allotted period for English language 11 28.2 28 71.8
3 Shortage of Supplementary reading materials. 29 74.4 8 20.5 2 5.1
4 Shortage of Audio-visual materials. 31 79.5 6 15.4 2 5.1
5 Shortage of stationary materials used to make
16 41.0 14 35.9 9 23.1
charts, models etc
6 Lack of adequate follow up and support. 20 51.3 16 41.0 3 7.7

Challenges are very common phenomenon which are seen in every activity. It is the degree of
intensity which determines its impact. Table 10, item 1, the directores of schools were asked if
there was shortage of students English text book in their respective schools. Regarding this,
majority (61.5%) of the respondents said no, there is no shortage of the text books while the
remaining were affirmative. Although almost three quarter of schools’ students have access to
text books 38.5% can not be considered as insignificant problem.

46
Therefore in Harari region schools the shortage of English text books is a miled problem that can
moderately affect the implementation of ELTIP. Thus, greater attention should be given to the
challenge to bring the condition into a better one.

The principals response to second item on table 10, which is “is there Shortage of allotted period
for English language” was yes by 11 (28.2%) of the respondents yes where as majority of
principals 28 (71.8%) of them expressed their disapproval, that there was no shortage of allotted
period for English language. From the above data it can be conclude that shortage of period
allotted for English language not serious problem in implementing ELTIP and therefore it is not
a challenge for the success of the program.

The third item on the same table whether there is shortage of supplementary reading materials
in their schools. As shown in the above table 29 (74.4%) of principals expressed that there is
shortage of supplementary reading materials although 8 (20.5%) of them disagreed to this
statement. Thus majority of respondents (74.4%) revealed that shortage of supplementary
reading material for English language is a problem in their schools. Therefore constrients of
English reading books is a seriouse challenge for effectiveness of ELTIP and progress of
teachers and student English language proficiency.

Regarding the presence of shortage of audio-visual materials in their respective schools, with 31
(79.5%) directors expressed their agreement while only 6 (15.4%) stood on the contrary. Nearly
all of the respondents confirmed in their response that there was shortage of audio-visual
materials which are helpful to improve learners’ speaking proficiency. Therefore shortage of
audio-visual teaching materials is a challenge for implementation of ELTIP and enhancement of
English learning of students in Harari region primary and secondary achools.

As it is shown on Item 5 of table 10, Principasl responded to the presence of shortage of

stationery materials used to make charts, models, in their schools. Accordingly 16(41.0%) of the
respondents said yes there is scarcity of the materials. Contrary to this 14 (35.9%) of
respondents pointed out that stationary materials are not scarce in their schools. It is well known
that the constraints of stationary can hinder the preparation of flash cards, posters, charts and
models which are important teaching aids for language teaching. Where there isno stationary
there is no printed test and examination as well.

47
Consequently it is possible to infer that shortage of stationary can be a challenge for betterement
EFL teaching and students achievement in the subject.

The principasl were asked (Item 6) if there is lack of adequate follow up and support for English
teachers in their school. From the respondants almost half (20 (51.3%)) expressed their
agreement where as 16(41%) said no, there is no lack followup and support. Hence from the
above data it is possible to conclude that the follow up and support particularly for EFL teachers
is scarce in the Harari region primary and secondary schools.Follow up and support are
important processes in leadership. The absence of follow up results failer due to tha fact that
support for improvement is not given. In teaching learning process EFL teachers’ performances
should have to be monitored and appropriate professional support should be given to the
teachers so as to fill the observed gap. As followup and support strengethen it’s scarcity can be
seriouse challenge for improvement of EFl teaching.

4.4. Results of the Classroom Observations

The findings obtained from the analyses of the classroom observations data are presented in
terms of frequency and percentage tables in this section. First The result regarding teachers’ level
of lesson planning followed by lessons presentation is presented. Then data regarding teacher’s
lesson evaluation will be presented, respectively.

The major aim of the classroom observation is to collect data pertaining to teachers‘ level of
proficiency and English teaching skills as well as the kind of English environment students are
exposed to practice the English language. Thus the researchers conducted twenty observation
classes (one teacher was observed one time). The check list designed for the observation
checklist includes: teachers‘ levels of lesson planning ,lessons presentation skills, and lesson
evaluation (see Appendix D). During the observations, the observers gave attention on the
teacher’s ways of implementing language teaching methods-on what teacher and students do in
the classroom and how they interact with each other.

48
4.4.1. Teachers‘ Levels of Lesson Planning

The lesson plans the teachers prepared for the lessons were observed to examine teachers lesson
planning skills. Data that revealed teachers lesson planning skills was assessed through
reviewing their lesson plans and the result obtained from the classroom observation is presented
in table 11.

Table 11: Teachers Lesson Planning Skills

Items Results
No Yes No
f % f %
2 Is the lesson well prepared? 16 80.0 4 20.0
3 Are the teacher’s instructions clear? 14 70.0 6 30.0
4 Are the lesson objectives clearly written? 6 31.6 13 68.4
As can be noted from table 11, item 2, majority 16 (80%) of EFL teachers lesson plans were
well prepared, but 4 (20%) of the observed teachers lesson plans were not well prepared. It was
observed that the lesson was well prepared in sixteen classes out of 20 and it was not in four
classes. The result suggested that the majority of the teachers prepared their lesson plans very
well. The result implies that teachers plan what students do in particular English lesson which
could help their English teaching. The implication for the result suggested that the ELTIP
training offered to the teachers of English has impact on their lesson preparation.

Moreover, in the same table, item 3 depicts that the highest number 14 (70%) of observed EFL
teachers instruction was clear whereas 6 (30%) of EFL teachers classroom instruction wasn’t. It
is seen that the teacher’s instruction was clear in fourteen classes (out of 20) and it was not clear
in six classes. The result implies that the majority of the teachers’ instruction was clear. The
result implied that the training had positive impact on the trained teachers.

With regard to lesson objectives, item 4, the result shows that majority 13 (68.4%) of EFL
teachers’ lesson objectives were not clearly written in contrast to this 6 (31.6%) of the teachers
lesson objectives were clearly written. The implication of the result seems to be the teachers
lesson plans did not seem to be clear in terms of the specific objectives they wanted their
students to acquire and the specific procedures they mapped to present and students to perform
and practice the specific language skills as well as the steps teachers set to stabilize the skills
practiced and to assess its success or otherwise.

49
This may signal the gap between the objectives teachers set and the teaching activities they plan
to follow to help students to attain the objectives. The result thus indicate the observed teachers‘
weak lesson planning skills. Teacher‘s inability to prepare clear English lesson plan could also
negatively affect their implementation as the objectives, teacher and students‘ activities are not
clearly thought out in the planned lessons. Joshi & Verspoor, ( 2013) argue that due to the
teachers’ lack of adequate preparation and relevant background, classroom environment are
found to be primarily teacher-centered, limited active student learning and engagement in inquiry
processes which contributed for lesser metacognitive skills development and creativity.

4.4.2. Teachers lessons presentation skills,

The teachers‘ level of lesson presentation in the English language were assessed based on the
classroom data obtained in terms of the extent of classroom English language they employed in
their live classrooms. The result obtained from the classroom observation is presented in table
12a and 12b.

Table 12a: Teachers lesson Presentation

Items Results
no Yes No
f % f %
1 Does the teacher introduce the lesson 18 90.0 2 10.0
5 Does the teacher have capacity to decide on steps
11 55.0 9 45.0
necessary to teach the lesson?
6 Does the teacher revise the previous lesson to relate
11 55.0 9 45.0
with the present lesson?
As it can be seen in Table 12a, item no. 1, the table depicted that majority 18 (90%) of teachers
introduced the lesson and 2 (10%) of them did not. The data drawn from the classroom
observations depict that most of the observed teachers revealed the objectives of the day‘s
lessons for students to understand the purpose and be prepared for lessons to come. The result
suggests that almost all 18(90%) of the teachers introduced the lesson implies the training has
greatest impact on teaching.

In item 5, As it can be seen in the same table, majority 11(55%) of the teachers have capacity to
decide on steps necessary to teach the lesson whereas 9(45%) of them didn’t.

50
In item 6, As it can be seen in the table, majority 11(55%) of the teacher revised the previous
lesson to relate with the present lesson while 9(45%) of them didn’t.

Table 12b: Teachers lesson Presentation

No Items F R NA
f % f % f % Mean Std
7 The teacher makes the lesson interesting and .67
7 38.9 9 50.0 2 11.1 2.28
interactive.
8 The teacher use every opportunity to give the .70
7 35.0 10 50.0 3 15.0 2.20
students speaking practice.
9 The teacher respond students' errors gently. 6 31.6 12 63.2 1 5.3 2.26 .56
12 The teacher encourage the students 12 60.0 5 25.0 3 15.0 2.45 76
13 The teacher use audio-visual material to 37
3 15.0 17 85.0 1.15
present the lesson
15 The teacher use variety of teaching techniques 4 20.0 12 60.0 4 20.0 2.00 65
16 Does the teacher use songs 2 10.0 18 90.0 1.10 31
17 The teacher use of teaching games 2 10.0 18 90.0 1.10 31
18 The teacher motivate students to like and get .59
8 40.0 11 55.0 1 5.0 2.35
involved
19 the teacher use local language
(Amharic/afan oromo/harari) while teaching 14 70.0 20.0 2 10.0 2.60 .68
4
English
Keys: F= frequently(3), R= rarely(2), and NA= not at all(1)

As it can be seen in table 12b, item 7, it is observed that majority 9(50%) of the teachers rarely
made the lesson interesting and interactive and 7(35.0%) of them frequently made the lesson
interesting and interactive and 2(11.1%) teachers did not. The result suggests that majority of
the teachers rarely to frequently made the lesson interesting and interactive which is an important
aspect of Communicative language teaching.

In item 8, it is seen that majority 10(50%) of the teachers rarely used every opportunity to give
the students speaking practice and 7(35.0%) of them frequently used every opportunity to give
the students speaking practice. The result implies that the training has a little impact on teaching
speaking.

In item. 9, teacher corrects students' errors gently. it is seen that 12(63.2 %) of teachers rarely
corrected students’ errors gently and 6(31.6%) of them frequently did it. The result suggests
that the training is effective to some extent.

51
In item 12, it is seen that 12(60%) of the teachers frequently encouraged the students and
5(25%) of them rarely encouraged their students. The result indicated that majority of the
teachers encouraged the students which implied that the training is very effective. In item 13, it is
seen that majority 17(85.0%) of the teachers did not use audio-visual material to present the
lesson and 3 (15.0%) of them rarely used audio-visual material to present the lesson.

in item 15, it is seen that 12(60%) of the teachers rarely used variety of teaching techniques
where as 4(20.0%) of them either frequently or not at all used variety of teaching techniques
while delivering English lessons in the actual classroom.

in item 16 and 17, it is seen that 18(90%) of the teachers didn’t use songs and games to teaching
the English language. Most of the teachers were not found using the songs and games to teaching
the English language. This may indicate that teachers‘ deficiency to classroom English language
seemed to incapacitate them to use songs and games to teaching English to the target groups. In
item 18, it seems that majority 11(55 %) of teacher rarely motivated students to like and get
involved on the other hand 8(40.0 %) of them frequently did the same.

Teachers‘ level of proficiency in the English language were assessed based on the classroom data
obtained in terms of the extent of classroom English language they employed in item 19, as it can
be seen in table 12b, the result indicated that majority14 (70%) of the teachers frequently use
local language while teaching english language and 4 (20%) of them rarely used local languages.
The implication of the result suggested that the poor proficiency level of teachers in using
english language. In the ELT literature, the teacher’s command of English has been described as
impacting a number of dimensions of teaching: A teacher with a poor or hesitant command of
spoken English will have difficulty with essential classroom teaching procedures such as giving
instructions, asking questions on text, explaining the meaning of a word or replying to a
student’s question or remark. Young et al., (2014: 3) characterize the language ability of many
non-native English speaking teacher -NNEST teachers may use the local first language (L1) for a
considerable proportion of the class period, either because of limitations of their own English
proficiency (they are more comfortable and less embarrassed speaking in L1) or because they
feel that their students may not understand them if they use English. The classroom observation
and the data findings confirmed teachers‘ weak performances both in their English command.

52
That is, the observed teachers‘ levels of English language and lesson planning and
implementation skills were weak; and the classroom practices of the teaching and learning of
English were not up to the required standard set by MoE.A teacher without the requisite
language skills will crucially lack authority and self-confidence in the classroom, and this will
affect all aspects of his or her performance (Cullen, 2002: 220).

4.4.3. Teachers lessons evaluation

Table 13. Teachers Classroom Evaluation Skills

No Items F R NA
f % f % f % M Std
10 The teacher follow good teaching .65
principles in teaching grammar, 7 36.8 10 52.6 2 10.5 2.26
vocabulary and the four skills.
11 The teacher ask variety of students .67
15 75.0 3 15.0 2 10.0 2.65
to answer
14 The teachers assess the lesson 73
5 27.8 9 50.0 4 22.2 2.06
appropriately
Keys: F= frequently(3), R= rarely(2), and NA= not at all(1)

In item 10, it can be seen in table 13, majority 10 (52.6%) of teachers rarely followed good
teaching principles in teaching grammar, vocabulary and the four skills and 7 (36.8%) of them
frequently did it. It is a negative sign for the implementation of the training.

In item 11, it can be seen that majority 15 (75.0 %) of teachers frequently asked variety of
students to answer questions while 3 (15.0 %) of them rarely did it. The implication for the result
seems to have a positive impact of the effectiveness of the training. In item 14, it can be seen
that majority 9 (50.0 %) of teachers rarely assess the lesson appropriately and 5 (27.8 %) and 4
(22.2 %) of teachers frequently and not at all assessed the lesson appropriately. Crooks (2002)
argues that the purpose of school- based assessment is to improve students’ learning and to give
feedback to parents and students. Assessment provides teachers with information regarding the
learning needs of the students so as to provide a clear and up-to date picture of students’ current
capabilities, attitudes’ and progress It is a negative impact for the implementation of the training
which needs some more effort to improve teachers assessment skills.

53
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1. Summary

The main purpose of the study was to assess the impact of English language teaching
improvement program (ELTIP) training to improve primary and secondary schools EFL teachers
competency in English language teaching and the students performance in English language
skills in Harari region.

Therefore, in order to address the research problem the study focused on answering the
following basic questions.

1.What are the views of the English language teachers towards the effect of ELTIP training to
improve their proficiency in English language teaching?

2.To what extent ELTIP has contributed to the improvement of pedagogical competency of the
EFL teachers?

3.What are the factors limiting the success of ELTIP training in improving EFL teachers
proficiency levels and students achievement in English?

Mixed research design was considered to collect both quantitative and qualitative data to achieve
the research objectives and address the research problems. Descriptive method of data analysis
was employed to collect and analyze the data generated from instruments. Simple random,
purposive and available sampling techniques were used to select teachers, students and principals
sample representatives from twenty (Four secondary and 15 primary) government schools found
in the region as data sources to the study in the academic year 2018/19. To this effect, a total of
200 students were randomly selected from the twenty sample schools, 60 English teachers
participated in the ELTIP training programs were purposefully selected. available sampling
technique was used to select school principals.

A 5-Point Liker Scale , 3 point questionnier and classroom observation checklist were used to
collect data for the purpose. Closed-ended questionnaire for teachers, students and principals

54
with some open questions presented to the principals were used as a tool. Beside this English
classroom observation checklist was the other tool to collect data on how EFL teachers
implement the training they obtained previousely.

The major findings of the study are summarized as follows.

 EFL teachers response on what they acquired from the ELTIP training based up on their
perception revealed that the training was effective in improving their English language
proficiency (67% and mean 3.8), Skills they acquired helped them teach better (mean
3.95) and bring changes on students proficiency in English (67% and mean 3.86). .
However a third (33%) of respondents who disagreed or undecided are not small enough
to ignore the presence of some drawback in the process of implementing the program.
Against this self-evaluation of EFL teachers the result from classroom observation
exposed that teachers were deficient in both English proficiency and teaching skill. These
results imply that the existence of positive view from the EFL teachers toward the
training and it was moderately effective in improving their English teaching skills.

 Against the response of the EFL teachers regional standard test result of English in 2008,
2009, and 2010 shows that the in grade 5 (below 35), grade 6 (below 39), and grade 7
(below 49), which is below the passing 50%. Therefore still ELTIP trainings were not
able to capacitate teachers in making the students score more than the passing 50% in
written exam like this. In spite of this fact, in all the grade level (5, 6, 7, 9 and 10)
English language examination results of students from 2008 to 2010 shows some
improvement though it is under 50%.

 Teachers views on the extent ELTIP training has contributed to the improvement of their
pedagogical competency. The EFL teachers agreed that the ELTIP training has helped
them to acquire skills of communicating better with students (72%, mean 3.99), and it
was helpful in improving their method of language teaching in general (75%, mean 4.07).
However students response depicted that EFL teacher often use lecture method (86.2%)
in classroom, they have confirmed that the students have chance for group discussion
(63%), and participate actively in the classroom (77%). This infers that ELTIP has
positively changing the EFL teachers’ method of teaching English language.

55
 The result of teachers response on the relevance of ELTIP on raising their skills of
teaching the four skills of language, reveals that ELTIP is effective in helping them teach
listening (67%), reading (72%) , writing (70%), and speaking (70%) in a better way.
The students responded affirmatively that the EFL teachers engage them in reading,
writing, speaking and listening activities (85%) in the classroom. This result indicates
that ELTIP was effective in boosting EFL teachers’ methodology of teaching the four
language skills in integrated way.

 The response collected from teachers regarding the contribution of ELTIP on improving
grammar (65%) and vocabulary (68%) teaching was affirmative. The students’ response
on learning new words in every lesson was confirmatory by only 65.5%. Classroom
observation result indicated that the EFL teacher don’t frequently follow good teaching
principles in teaching grammar and vocabulary (63%). Therefore in a condition where
schools are the only place of learning English language the Impact of ELTIP in teaching
vocabulary can’t be concluded as satisfactory.

 English language EFL teachers’ response has revealed that ELTIP was not adequately
important in raising teachers skill of evaluating student’s English language achievement
(58%). Supporting this the classroom observation result also revealed that only small
proportion of the teachers (27.8%) assesse the lesson appropriately. The principals
response to open question concerning the assessment methods used by EFL teachers,
also disclosed the lack of assessing the four skill of language (listening, reading, writing
and speaking) with equal proportion. There is a focus on grammar evaluation. This
implies that ELTIPs impact on changing the way grammar is thought in the classroom
and assessment of English language teaching conducted is not adequate to bring the
anticipated improvement.

 With regard to Language used in English classroom, students response depicts that the
students are allowed to use (81.4%) and teachers also use (71.5%) the mother tongue
(Amharic, Afan Oromo and Harari ) in English classroom. Contrary to this students
don’t use English language or not sure whether they use it or not (81%).

56
 Beside this qualitative data from principals also supports that EFL teachers used to teach
English with mother tongues. Therefore the use of English language in the English
classes is minimal and ELTIP is not effective in bringing positive change in making EFL
to be learned through communication.

 English classroom observation results show that majority EFL teachers have accustomed
to prepare their daily lesson plan (80%), And the instructions delivered by them were
clear (70%) but lesson objectives were not written clearly on the lesson plan by majority
of teachers (68.4%). With this regard the skill or knowledge anticipated at the end of the
lesson is not clearly written mean the objective is not going to be well communicated to
the students. Hence the students don’t know on what they have to focus in the session.

 With regard to presentation of a lesson, the classroom observation result shows that EFL
teachers began their classes with introduction, but only 55% of the teachers revise the
previous lesson by relating with the days presentation. Alongside this the teachers were
evaluated whether they have capacity to decide on steps necessary to teach the lesson,
only 55% of the teachers are known to possess it show in practice. The observation result
also showed that the EFL teachers don’t frequently make lesson interesting (61% ),
don’t frequently use every opportunity to give the students speaking practice (65%) , and
don’t frequently respond to students error gently (31.6%). Beside this from the same data
only 20% of teachers used variety of teaching techniques. There is no practice of using
games and songs in teaching English language. These presentation tasks were important
in making the lesson lively, active and interesting, which plays significant role in
motivating students toward the sessions. The results infer that ELTIP was not effective
enough in raising EFL teachers’ presentation skills of the teachers or ELTIP was not well
implemented.

 EFL teachers view on factors that affected ELTIP implementation was collected by
questioners, the response showed that the 200 hours allocated time was not enough to
cover the training (75.6%) and even this much time was not properly utilized for
conducting the training of ELTIP (38.6%). Furthermore the respondents confirmed that
the training was held at inconvenient time of academic calendar. However the teachers

57
 also expressed that the training method was proper and the training was free from
material constraints. These data infer that ELTIP training has problems related with
allocation of time, time administration and scheduling based up on the free time of
teachers on academic calendar.

 English language teaching like every other subjects learning requires necessary resources
in school. School principals responded to questions on the existence of scarcity of some
resources needed for ELTIP implementation. Majority of principals responded yes to the
scarcity of supplementary reading materials (74.4%) and Audio-visual materials (79.5%),
as well as lack of adequate follow up and support (51.3%). However the shortage of
student text books, and allotted period for English language teaching, are mild problem
for ELTIP implementation. This implies that shortage of supplementary reading, shortage
of stationary materials, audio-visual materials and follow up and support are critical
challenges of ELTIP implementation. While the other remaining resources are also short
comings that contributed for hindrances of of the program.

5.2. Conclusion

The following conclusions were drawn from the major findings of the research.

The results indicated the the ELTIP training was most effective on the improvement of teacher
proficiency, skills and abilities to teach English language better and communicate with their
students.

It can be concluded that the effectiveness of ELTIP training to bring changes on their students
proficiency level in English is insignificant and unsatisfactory. The result was supported by the
results of the analyses of the classroom observation data which showed that majority of the
observed teachers were found deficient both in their English proficiency level and in English
teaching skills and were incapable of translating the ELTIP training claims into their
instructional practices

the ELTIP training has contributed to the improvement of pedagogical competency of the EFL
teachers and has positive impact on fostering students achievement in English language through
giving chance of group discussion, give feedback, engaging students in reading, writing,

58
speaking and listening activities, classroom participation ,having positive raport with students
and teaching new words in every lesson during classroom learning indicated that the teachers
employed student-centered approaches to language teaching.

According to the perception of EFL teachers ELTIP has contributed adequately toward the
improvement of their English language proficiency. However the classroom observation result
suggested that teachers are lacking English language proficiency which is substantiated by the
frequent use of mother tongue in English teaching classes. Teachers’ own inability to speak in
English worked as a hindrance in using English as a medium of instruction Likewise students
use Amharic, Afan oromo or Harari in English session is an indication for lower ability of
students in expressing themselves in English. Therefore the contribution of ELTIP in raising
teachers and students’ proficiency of English language is not adequate.

Since the beginning of ELTIP implementation in Harari region primary and secondary schools,
the anticipated improvement in achievement of students in English language is not yet realized.
The standard test result of English from 2008 to 2010 ethc obtained from the Harari region
Education bureau depicted that cumulative mean value of English from grade 5 to grade 10 is far
below 50%. Therefore this implies that the ELTIP was not effectively implemented as to bring
increasing in students’ achievement. This is a sign for need of another English language quality
raising package which can enhance students learning achievement in general and English
language in particular.

Pedagogical competency of teachers largely depends on the skill acquired during pre-service and
in-service training. According to the response of EFL teachers’ and students’, there is
improvement in using participatory teaching methods like group discussion, which actively
involve students. Though the in-service ELTIP training has got positive impact on raising the
teaching methodology used by EFL teachers to some extent, still there are limitations in
presentation techniques like giving introduction by revising the previous lesson, making the
lesson interesting and interacting, using audio-visual materials, songs and games.

The data also showed that the presence of competency gap of EFL teachers in teaching
grammar and vocabulary teaching. Even though there is emphasis on grammar teaching it isn’t in

59
a way that is integrated with other skills which, therefore has not added English language
proficiency of the students.

Success and effectiveness of ELTIP is believed to be dependent on the process of training given,
the competency of the EFL teachers and resources available at school level. The EFL teachers
involved in the ELTIP training disclosed that the duration (of 200 hr) given was not enough to
cover the contents, still this time was not properly utilized and was not conducted at convenient
time in academic calendar. However the training was free from methodology related problems
and shortage of training materials. The information obtained from principals of schools English
language text books are only minor problems while shortage of supplementary reading books,
shortage of stationary materials, audio-visual teaching materials and follow up and support are
critical challenges of ELTIP implementation.

5.3. Recommendations

According to the above summary and conclusion, the following recommendations are made:

 Periodic refresher training should be arranged as a part of continuous professional

development where the trained TOT teachers will share their practical experiences by
revising the previous ELTIP training and create floor for exchange of good practice of
ELTIP the implementation. Since such training is for EFL teachers it would be
appropriate if prepared at cluster level, bringing EFL teachers of variuose schools.

 It is suggested that training times should be revised to accommodate the needs of both
the trainer and the trainees. The duration of the training of ELTIP was 200 hours over 40
days should be increased to 240 hours by better scheduling and using at least 6 hours a
day. The training should not be given as a seminar or workshop .it should be conducted
during summer when schools are closed for vacation. Making the training camp based
would open opportunity for the trainees to discuses and support each other.

 The MoE should give more attention to the proper utilization of the time allocated for the
training.

60
 majority14 (70%) of the teachers frequently use local language while teaching English
language and the result indicated that the poor proficiency level of teachers in using
English language. The study suggests that there is a need for EFL teachers’ performances
to be monitored and appropriate professional support should be given to the teachers so
as to improve their poor proficiency level of teachers in using English language.

 In addition to the textbook, schools should be provided with the relevant ELT resources
or supplementary materials such as reference books, audio-visual materials, pictures, etc
to facilitate the implementation of ELTIP.
 The testing or method of assessment both at classroom level should also mainly focus on
the four skills of English language beside grammar and vocabulary.

 In Harari region where children have no chances to using English outside the classroom
and where English plays crucial role in the education system to decide children‘s future
career, teachers need to have a good command of the language and a minimum of degree
level training in the teaching of English to adequately execute their English teaching duty
at first-cycle primary.

61
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 APPENDICES
APPENDIX A : EFL Teachers’ Questionnaire

Questionnaires designed to be filled in ONLY by EFL Teachers’ participated in the ELTIP

training program held since 2008.

Dear participant,
This questionnaire aims at Assessing the Impact of ELTIP Training: The Case of Primary and
Secondary Schools in Harari Region. It is designed to generate information regarding
participants’ views of the impact of the ELTIP training to improve their methods of language
teaching and students’ performance in English language skills.
GENERAL INSTRUCTION: Where applicable please put a tick (√) mark and please write
answer where line is provided.

PART ONE. Background information

1. Name of the School: ____________________________

2. Sex: Male Female

3. Age:

18-22 23-27 28-32

33-37 38-42 Above 43

4. Educational Qualification:

Certificate (TTI) Diploma BA/BSc MA/MSc Others

5. Years of service in teaching English:

1-5 6-10 11-15 16-20 Above 21

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PART 2: The purpose is to assess the effectiveness of ELTIP training on improving EFL
teachers’ proficiency
No The ELTIP training ME E U L LE
1 Improved my English proficiency
2 Activities encourage cooperation and discussion
3 Tasks encourage critical thinking.
4 The ELTIP training contents are relevant to English language needs
of our teachers.
4 Helps the EFL teachers to improve their methods of language
teaching.
5 Skills I acquired helped me teach better and communicate with
students effectively
6 Was appropriate to help me improve methods of teaching speaking
7 Was appropriate to help me improve methods of teaching listening
8 Was appropriate to help me improve methods of teaching reading
9 Was appropriate to help me improve methods of teaching writing
10 Was appropriate to help me improve methods of teaching vocabulary
11 Was appropriate to help me improve methods of teaching grammar
12 Gave me insights about testing all skills
13 Skills I acquired help me better in actual teaching methodology in
the classroom.
14 help me bring changes on students proficiency in English
15 Was relevant to improve classroom teaching
16 IF ANY, Please specify………………………………..
Keys: ME=MOST effective (5), E=effective (4), U=Undecided (3), L=Little Effective (2),
LE=Least Effective (1).
PART 3:
The purpose is to investigate your thoughts regarding the Problems of ELTIP practice that
hinder success in improving English proficiency levels.
ITEMS SA A U DA SDA
1 The 200 hours of training time was properly utilized.
2 The duration of the training which is 200 hrs was enough to cover the
training contents.
3 All the trainings were held at the right time of academic training.
4 Lack of ELTIP training materials was critical problem.
5 The training methods used by trainers were not appropriate.
6 IF ANY, Please specify………………………………..
Keys: SDA=Strongly Disagree (1), DA=Disagree (2), N=Neutral (3), A=Agree (4), SA=Strongly Agree (5)

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APPENDIX B : Students’ Questionnaire

Questionnaires designed to be filled in ONLY by students’ .

Dear participant,
This questionnaire aims at assessing the impact of ELTIP training: The Case of Primary and
Secondary Schools in Harari Region. It is designed to generate information regarding
participants’ views on the way the EFL teachers teach students’ to improve the students
performance in English language skills.
GENERAL INSTRUCTION: Where applicable please put a tick (√) mark and please write
answer where line is provided.

No Item yes Undecided No

1 Do your teachers lecture in the classroom?
2 Do you get any chance for group discussion?
3 Are you allowed to use Amharic/Afaan oromo in English the
classroom?
4 Do you get feedback in the classroom?
5 Do the teachers focus more on grammar?
6 Do the teachers engage you in reading, writing, speaking and
listening?
7 Do your teachers speak Amharic/afan oromo/Harari in the
classroom?
8 Do you participate in the class?
9 Are the teachers friendly in the class?
10 Do you always talk in English in the classroom?
11 Do you learn new words in every English lesson?

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APPENDIX C : Directors’ Questionnaire

Questionnaires designed to be filled in ONLY by Directors’ of primary and secondary schools.

Dear participant,
This questionnaire aims at Assessing the IMPACT of ELTIP Training: The Case of Primary and
secondary schools in Harari region. It is designed to generate information regarding participants’
views on challenges of the English language teaching at schools.
GENERAL INSTRUCTION: Where applicable please put a tick (√) mark and please write
answer where line is provided.

No Challenge of ELTIP implementation yes no undecided

1 Shortage of students English text book
2 Shortage of allotted period for English language
3 Shortage of Supplementary reading materials.
4 Shortage of Audio-visual materials.
5 Shortage of stationary materials used to make charts, models etc.
6 Lack of adequate follow up and support.

7.What is lacking in EFL teachers side to improve their English proficiency and students
achievement?___________________________________________________________________
______________________________________________________________________________
_________________________________________________________

8.What should be done to further improve the teaching skill of EFL teachers ?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________

9.As a principal of the school what are you doing to support EFL teachers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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APPENDIX D : Observation Checklist

School Name ___________ Number of learners______Date of observation_________________

No The way that lesson activity was implemented Yes No
in the classroom
1 Does the teacher introduce the lesson clearly?
2 Was the lesson well prepared?
3 Were the teacher’s instructions clear?
4 Did the teacher make the lesson interesting and interactive?
5 Did the teacher use every opportunity to give the students speaking practice?
6 Did the teacher correct students’ errors gently?
7 Did the teacher follow good teaching principles in teaching grammar,
vocabulary or the four skills?
8 Did the teacher ask variety of students to answer?
9 Did the teacher encourage the students?
10 Are the lesson objectives clearly written
11 Capacity to decide on steps necessary to teach the lesson.
12 Does the teacher revise the previous lesson to relate with the present lesson.
13 Does the teacher use audio-visual material to present the lesson.
14 Does the teachers assess the lesson appropriately .
15 Does the teacher use variety of teaching techniques
16 Does the teacher use songs
17 Does the teacher use of teaching games
18 Does the teacher motivate students to like and get involved
19 Does the teacher use local language (Amharic/afan oromo/harari) while teaching
English.

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